The influence of the story and role-playing game on the

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Content: Влияние сюжетно-ролевой игры на развитие диалогической речи детей старшего дошкольного возраста.rar 230,08 kB

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CONTENTS

INTRODUCTION 3
CHAPTER 1. THEORETICAL FOUNDATIONS 6
1.1 The essence and concept of dialogic speech 6
1.2 Traditional methods of developing dialogue speech in an older preschooler 13
1.3. Age characteristics of senior preschoolers 24
1.4 Role-playing and its role in speech development 28
1.5. Analysis of educational and educational programs 38
CHAPTER 2. CONTENT OF WORK ON DEVELOPMENT OF DIALOGICAL SPEECH IN CHILDREN OF THE SIXTH YEAR OF LIFE WITH GENERAL UNDERDEVELOPMENT 49
2.1 Stages and organization of a study on the development of dialogical speech in children of the sixth year of life with general underdevelopment 49
2.2 Determining the level of development of dialogical speech in children of the sixth year of life with general underdevelopment 53
2.3. Development of dialogical speech in children of the sixth year of life with general underdevelopment of speech through story and role-playing games 58
2.4. Dynamics of the level of development of dialogic speech in children of the sixth year of life with general underdevelopment 65
CONCLUSION 73
LIST OF SOURCES USED 77

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INTRODUCTION

Dialogue is the most natural, natural form of speech. It is reactive, situational - involuntary speech, which is often severely suppressed in the conditions of organized activities. In this situation, pedagogical logic comes into conflict with the logic of speech communication. Consequently, young children need ways of working (technology) that include games and game exercises in developing dialogue.
Dialogical speech development is seen as the development of language understanding and use skills: the development of phonemic hearing and sound analysis, vocabulary, awareness of the composition of words, the formation of grammatical categories, the development of communicative skills, skills and abilities of coherent speech.
In domestic psychology, the leading activity is understood to be the one in the process of which there are qualitative changes in the psyche of children, the main mental processes and personality traits are formed and developed, and there are mental neoplasms that are characteristic of this particular age. Thus, for children of preschool age, the leading type of activity is a story and role-playing game.
The essence of the storyline and role-playing game as a leading type of activity is that children reflect in it various aspects of life, the features of adult relationships, clarify their knowledge about the surrounding reality.
Story and role-playing games are the most characteristic games of preschool children and occupy a significant place in their lives. A distinctive feature of a story and role-playing game is that it is created by children themselves, and their play activities are clearly amateur and creative.
Constantly, being in the game environment, children, communicating with each other, jointly solve the set speech tasks. And one of the means of speech formation in preschool children is a story and role-playing game.
Dialogic speech of a senior preschooler acquires the functions of establishing social contacts and planning, the implementation of which is provided by monological context speech and the form of internal speech. An important direction in the development of dialogical speech of older preschool children is its transformation into a tool for thinking. The problem of children´s speech development is therefore topical.
The object of research is the process of development of dialogical speech of older preschool children.
The subject of the study is a story and role-playing game as a means of developing dialogical speech of older preschool children.
The objective of the study is to identify the effectiveness of story and role-playing games as a means of developing dialogue speech of older preschool children.
Objectives of the study:
- To set out the theoretical foundations for the use of role-playing games as a means of developing the dialogical speech of older preschool children;
- Discover the impact of role-playing games on the development of dialogical speech in older preschool children;
- to experimentally identify the effectiveness of a role-playing storytelling game in the development of dialogical speech in older preschool children;
- provide methodical recommendations for kindergarten teachers on the use of a story and role-playing game in the development of dialogical speech for older preschool children.
Hypothesis of the study: Based on the understanding that the storyline and role-playing game is the main activity of the older preschooler, it is assumed that if used systematically, purposefully and systematically, it will be an effective means of developing the dialogue speech of older preschool children.
An experimental study of the impact of story and role-playing games on the development of the dialogue speech of older preschool children was carried out in the preschool education system.
Research methods: analysis of psychological, pedagogical and scientific methodological literature on the research problem; targeted observations; pedagogical

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