Bibigul Smagulova

Jansaya Anuarova

SIMULATION GAME AS A MEANS OF SPEECH DEVELOPMENT OF PRESCHOOL CHILDREN

Humanization and democratization of spheres of modern society should be reflected in the structuring of pre-school education in the Republic of Kazakhstan. There are divergent programs of training and education, where the priority was the development of speech, speech activity.

Today's graduate preschool organization is able to read, write and count, but it shows a low level of verbal communication. Hence the relevance of the study is determined by the unique role played by the native language in the formation of the personality of the preschool child. Being the most important means of human communication, perception of reality, the language is the main channel of initiation to the spiritual values of culture from generation to generation, as well as a necessary condition for education and training. However, all of these essential qualities are not formed in the training sessions, and in the lead and the main activities of the preschool child - in the game. The game is the activating agent of speech development and speech communication. Fun activities children will activate their vocabulary. To understand it and be able to use it to communicate, not enough to know the lexical meaning of words from which it is made, we must also understand the grammatical relations between the words.

The study of literature dedicated to the game, game techniques and the development of speech, led to the conclusion that this area has to conceptualize its own, somewhat separate identity within the research problem.

Analysis of the psychological and educational literature studied in shows that in the second year of life, the child has the necessary psychological prerequisites for speech development in the process of pedagogically organized interaction with the teacher and peers. An essential prerequisite for this is the use of gaming techniques of training, by which is brought up in the high school age humane attitude towards peers, provided the organization of emotional and positive communication with them. Increasing demand of preschool children in language development, which is based on a technique game modeling suggests the possibility of the formation of the constituent components of the speech, in particular connected speech, the formation of a sound culture. That's the game of our study is the activating agent of speech development and speech communication. Fun activities children will activate their vocabulary. To understand it and be able to use it to communicate, not enough to know the lexical meaning of words from which it is made, we must also understand the grammatical relations between the words. In the game of creating favorable conditions for learning and understanding the meaning of grammatical categories: the child must independently Grammatically correct their thoughts, or his friends do not understand, in a game the child has the opportunity to "practice" in the use of the grammatical structure of the language, has the opportunity to hear him speak peers, teacher and governing the game. To learn how to speak, may have more to say for yourself. Games provide an opportunity to systematically exercise necessary for the development of thought and speech. Playing child continuously says. He said in the event that one is playing, manipulating objects, not stimulating the conversation. It was evident in the game speech activity of children and their developmental impact on language acquisition.

And also as a result of the above-mentioned provisions of the study we have identified indicators of the levels of development of speech preschool children using gaming technology:

High - your child has an adequate vocabulary (3000-4000 words, according to E.A Arkin), the grammatical structure of speech is correct, set zvukoproiznosheniya and developed phonemic hearing, slovoproiznoshenie words zvukoslogovoy complex design, the ability to maintain a conversation, as with peers, and with adults, randomness, awareness building expanded monologue speech. Knows and owns a speech etiquette (various linguistic means) and always use it without reminders ("greeting", "dating", "please", "thank", "goodbye", "failure"), friendly, initiative with peers and adults .

Medium - the child adequate vocabulary. It may be noted the inconsistency of the grammatical structure of speech, sound pronunciation, mostly fixed, but in the flow of speech may be vague to say the words, when there is frequent talk distraction

to the question posed at monologue speech is not observed connectivity statements. Knows speech etiquette ("greeting", "dating", "please", "thank", "goodbye", "failure"), but it does not always use it, friendly, enterprising with their peers and with adults.

Low level - your child has a lack of vocabulary, grammatical structure of speech, lack of coordination, insufficient zvukoproiznosheniya formed when there is an inability to formulate a conversation and answer questions on the substance of the matter. He does not show initiative in a speech. He does not know how to make a coherent statement, story. Minimal use of forms of speech etiquette, with constant reminders from adults. Tries does not communicate with their peers, to adult requests or complaints.

Analyzing the data, we found the prevalence of medium and low levels of development of the culture of verbal communication. This has necessitated the development and implementation of a hypothetical model of the influence of gaming technology for the development of speech preschool children, consisting of goals and objectives aimed at the development of speech preschool children in the use of gaming technology, represents an important aspect of education, forming a system of human values. This model serves as an intermediate, which is mediated through practical and theoretical knowledge of the object of pedagogical reality and is considered by us as a complex psycho-pedagogical system, the structure of which is characterized by unity of approaches.

Integration of activities of speech preschool children was carried out in three stages:

1. Explaining, motivational, contributes to the motivations for language development (vocabulary, sound culture of speech, grammatical structure, connected speech, etc.).

2. Creative, designed to develop creativity, interpretation of gaming exercises.

3. Correction and Diagnostic characterizing the inclusion of a child in a situation of observation, analysis, focus on proper speech act.

Thus, the impact of diagnosis of gaming technology for the development of children's speech in the process of action research was developed on the basis of pedagogical methods (individual voice work, speech examination, lognityudnoe research) and was accompanied by the following methods of training: special speech exercises used by the tutor in the classroom and in the second half of the day, word games, situations, tasks, wore interactive, word games, which were the popular among the older group of children.

References:

1. Кейре Ф: Детские игры: Пер. с франц. ML, 1908.

2.Карпова С.Н., Лысюк Л.Г. Игра и нравственное развитие ребенка.- М.,1986