THE DEVELOPMENT OF THE DIALOGICAL NATURE OF COMMUNICATION IN THE TEACHING OF SENIOR PRESCHOOL CHILDREN TO MAKE UP STORY-REFLECTION

• Алла Володимирівна Омеляненко

  Бердянський державний педагогічний університет

Аbstract.The article covers the issues of establishing successive stages of formation of children's skills to compose story-reflection: information-content, dialogical, reproductive, self-production. Different approaches of scientists to the essence and characteristics of connected speech have been clarified on the basis of the analysis of psychologically-pedagogical, linguistic and linguo-didactic literature. The purpose of the article is to investigate the successive stages of forming of children’s skills to make up a story- reflection, among which there is a dialogical. The essence of connected speech is revealed, which performs a number of important functions, the most important of which is the communicative function, which is implemented in two main forms - dialogical and monologic. The author notes that each of these forms has its own specific features that determine the content and nature of the method of their formation. Linguists contrast dialogue and monologue based on their different communicative, linguistic and psychological nature. Scientists accent the interconnection of dialogue and monologue, noting that the replica is minimalistic and the monologue is a replica of dialogue. The characteristics of dialogue and monologue are necessary to understand the development of connected speech in preschool children. The author established consecutive stages of forming of senior preschool children’s skills to make up a story- reflection. Dialogical stage created situations of doubt, clashes of different positions, dialogues were formed with replicas-judgments, replicas-justifications, replicas-statements, dialogues-reflections. The author sees the prospect of further research in the content filling of successive stages of forming of senior preschool children’s skills to make up a story- reflection.

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