SCIENTIFIC AND METHODOLOGICAL BASES FOR DEVELOPING CHILDREN’S GRAMMATICAL SPEECH IN PRESCHOOL EDUCATIONAL INSTITUTIONS
Abstract
Abstract: This article analyzes theoretical perspectives, methodological
approaches, psychological foundations, and pedagogical mechanisms related to the
grammatical development of speech in preschool-aged children. Modern principles of
grammar teaching, structural components of the language system, stages of speech
development, as well as the communicative competence of the educator are examined.
The article highlights the possibilities of using game technologies, multimodal
approaches, integrated educational models, and innovative types of lessons. At the end
of the study, practical recommendations for preschool educational institutions are
provided.
References
REFERENCES
1. Vygotsky, L. S. (1986). Thought and Language. Cambridge, MA: MIT Press.
2. Piaget, J. (1959). The Language and Thought of the Child. London: Routledge.
3. Gullo, D. (2014). Understanding Assessment and Evaluation in Early
Childhood Education. New York: Teachers College Press.
4. Owens, R. E. (2016). Language Development: An Introduction. Boston:
Pearson.
5. McLeod, S. (2018). Speech Sound Disorders in Children. San Diego: Plural
Publishing.
6. Halliday, M. A. K. (1975). Learning How to Mean: Explorations in the
Development of Language. London: Edward Arnold.
7. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge:
Cambridge University Press.
8. Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing Words to Life:
Robust Vocabulary Instruction. New York: Guilford Press.
9. National Association for the Education of Young Children (NAEYC). (2020).
Guidelines for Early Language Development.
10. Snow, C. E. (1999). Social Perspectives on the Emergence of Language.
Journal of Child Language, 26(1), 1–14.
