Формирование языковой компетентности как условие речевого развития старших дошкольников

Abstract

We study the problem of the development of linguistic competence in older preschool children. It is noted that the development of linguistic competence is one of the conditions for the development of a preschooler’s personality, the basis of preparation for school. The mastery by children of various types of coherent utterance presupposes not just knowledge of the peculiarities of constructing texts with different structural and linguistic characteristics, but the ability to apply this knowledge in various situations of communicative interaction. We determine the peculiarities of preschool students’ ideas about the rules for creating a description and the ability to independently compose it. In the course of the research, it turned out that the majority of older preschool students have no idea about the specifics of the description. Children do not differentiate texts, cannot clearly explain the difference between a story and a description, do not understand the meaning of a qualitative description for solving communication problems. This also affects the children’s own descriptions. Descriptions of children are short, poorly structured, uninformative, full of errors, both in the sequence of transmission of thought, and in the design of thought by means of language. We reveal the technology of linguistic competence development. It is pre-sented in accordance with the stages of speech activity: the content of the motivational stage, the planning stage (design) of a descriptive statement, the implementation of the design and control over the quality of the produced statement is disclosed.