Forming teachers' readiness to develop coherent speech among older preschool-age children

Abstract

Relevance. The main function of the development of coherent speech is certainly a communicative one, as a child aged 5-7 years old should not only understand others perfectly, but also express opinions independently, and most importantly to do so clearly and understandably for others. That is why the topic of this study always remains relevant and occupies a central position in the process of a child's speech development and, to a certain extent, his or her socialisation. Purpose. The purpose of this study is to analyse the current level of teachers' readiness to develop coherent speech among older preschool-age children, to highlight the main shortcomings in this process and to develop methods and ways to improve their qualification level in this area. Methodology. The study of this issue was based on different research methods, in particular system analysis, synthesis, comparison, modelling, deduction, analysis of the scientific literature, as well as pedagogical observation and the study of pupils' performance. Results. The results obtained as a result of conducting the study are the consolidation of the theoretical and practical foundations for the process of developing coherent speech among older pre-school children and an appropriate level of teacher competence in this area. Thus, the study established a list of tasks, games and other organisational activities for the development of coherent speech among children, as well as an algorithm of necessary tasks for the teacher aimed at improving his or her level of knowledge in this particular aspect and increasing his or her activity efficiency in the aforementioned process. Conclusions. The practical value of this study lies in the fact that the formed methods and the proposed exercises can be used both by teachers, in pre-school educational institutions, and by parents, to maximise the child's results and his or her future active socialisation directly at school.