Development of positive socialization and dialogic speech in older preschoolers

Maria Romanova,Ekaterina Ryabova,Tatiana Fedorenko,Tatiana Savenkova,S.N Vachkova,A Koptelov,A Iskakova

doi:10.1051/shsconf/20219801012

Abstract

The article deals with the problem of positive socialization of children in the course of dialogic speech development. At the early stages, the effectiveness of the socialization process of the individual largely depends on the development of skills and abilities of oral speech, in particular dialogic speech. The study aimed to develop the content, organization form, personal enhancement methods, and methodology of dialogic speech advancing as a factor of positive socialization of the child’s personality during preschool age. Based on the purpose of the study, a methodology has been developed which proves that the level of positive socialization depends on the development of skills and abilities of dialogic speech. The proposed program and methodology focus not only on the ability to build a dialogue in question-and-answer form but also on the ability of optimal listening (to hear the interlocutor, to make replicas-responses according to what was heard, to change the course of the conversation without deviating from its main topic), as well as etiquette and behavioral skills. During classes on the “Program on positive socialization and development of dialogic speech in older preschool children” developed based on the proposed methodology, along with dialogic speech, children develop important components of emotional intelligence: the ability to adequately express their own emotions; understand the emotions and motives of other people’s behavior; improve the skills of using nonverbal means (facial expressions, gestures, etc.) of communication in the course of dialogue; as well as to enhance the parameters that characterize positive socialization, such as self-esteem, independence, and successfulness. The program has passed an empirical test, which confirmed its effectiveness.

Highlights

Since the publication of the work of L.S
The percentage of preschool children with a low level of the studied parameters decreased in the experimental group
Children with an average level of dialogic speech development still made up the largest percentage in both groups

Summary

Introduction

Since the publication of the work of L.S. Vygotsky “History of the development of higher mental functions”, the core statement has been established in Russian child psychology and pedagogy that the child’s mastery of social experience and behavior is mainly due to the development of speech. It remains an indisputable fact that at the early stages of socialization of the individual, the effectiveness of this process largely depends on the development of oral speech, in particular, dialogic speech. The authors consider the development of dialogic speech as one of the most important factors of positive socialization of the personality of an older preschool child. The methodology of speech and competencies development of future and current teachers is constantly being improved and updated with new knowledge due to the achievements of preschool didactics, psychology, psycholinguistics, and sociolinguistics. The emphasis is on the ability of children to build a dialogue in question-and-answer form and on the ability to optimal listening (to hear the interlocutor, to make replicas-responses according to what was heard, to change the course of the conversation without deviating from its main topic), as well as etiquette and behavioral skills

Methods

Results

Discussion

Conclusion