Preconditions of Speech Formation and Development in the Earlier Stages of Primary School
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Introduction One of the most important topics discussed by parents and teachers of earlier primary school pupils is the development of speech. In this article characteristic Latvian parents' and pedagogues' opinions about the development of child's speech are analyzed and results achieved by world famous scientists (L. Vygotsky, J. Piaget, E. Ho , J. Locke, V. Kiseleva, N. Avdeyeva, L. Pavlova and E. Kosareva) as well as most signi cant conclusions about pedagogical methods on promoting speech
... n promoting speech development are discussed. Aim of the study To research the preconditions for speech development in earlier primary school stage, to determine successful pedagogical methods of communicating with children for promoting their speech development. Materials and methods Comparative analysis of theoretical literature and empirical investigation materials were used in the present research. Results The pre-intellectual stage is characteristic of child's thinking; child's intellect is not yet mature for speech. Before this point thinking and speech develop independently in parallel. When they intersect, thinking becomes verbal thinking and speech becomes intellectual. It has been proven that social and cultural environments promote or impede the development of child's speech. Parents' ability to maintain tight eye contact, use facial mimics and various grimaces and vary the intonation capabilities of speech is very important in promoting the development of child's speech in the stage of early childhood. Approximately at the age of 2 years and 6 months the child's speech that consists of separate words, short sentences, phrases together with combinations of di erent sounds is not an independent and only selfdirected action, but is already aimed at communication with the grownup. It is advisable for parents to perform every action in communication with the child, every child caretaking activity (changing diapers, bathing, feeding or putting to sleep) by heartily talking to the child calling him/her his/her name. It is preferable to comment not only on the actions executed by the adult but also ones done by the child so as if the child understood everything and could participate in the conversation. Conclusions Speech is formed in tight interaction with the child's physical and psychical development, so in parallel to working on speech development actions need to be taken to promote the physical development: basic movements, kinaesthetic movements of the small ngers, as well as facial mimic movements, the senses of seeing and hearing, focusing, memory and thinking.