Principles of the Narrative Speech Formation in Preschool Children

Abstract

The article describes the existing rules (ideas) and develops new principles of the narrative speech formation in children, taking into account the interdisciplinary knowledge of this issue. The following psycho-lingual and didactic principles are highlighted as: the unity of the psyche and activity; development in activity; unity of consciousness, activities and communication; developmental education; interiorization and exteriorization as mechanisms for the development of narrative speech; establishment of the area of closest speech development; subjectivity; educational training by means of native language and native speech; consistency and accessibility; regularity of classes on language and speech sentences of narrative nature; clarity; consideration of the age and individual characteristics of children; the strength of the assimilation of speech skills; reflection; creative activity; academic achievement; orientation to the child's personality in the selection of psycholinguistic material in the process of forming narrative speech; complex development of all mental processes, states; cognitive principle; socio-cultural principle; formation of internal motives for constructing the narrative; the principle of functionality; reliance on algorithms for the act of socially oriented speech communication; the principle of developing children's ideas about the narrative logical and structural scheme; the principle of dynamic narrative; ensuring the coherence of a narrative statement; simultaneous development of lexical and grammatical operations of narrative construction; perception and interpretation of what is depicted in pictures; ensuring prosodic expressiveness of speech. All of these principles are based on the patterns of preschool children's acquisition of speech and language.