TALES OF VASIL SUKHOMLYNSKY AS A MEANS OF MONOLOGICAL SPEECH DEVELOPMENT CHILDREN OF THE FIFTH YEAR OF LIFE

Abstract

The article presents the problem of the development of monologue speech of children of the fifth year of life, one of the effective means of which is a fairy tale. The place and role of V. O. Sukhomlynskyi's fairy tales as a means of developing the monologue speech of children of the fifth year of life is considered. The place of the fairy tale in the pedagogical works of V. O. Sukhomlynskyi was studied. Educators singled out V. O. Sukhomlynskyi's fairy tales as an important tool that contributes to the enrichment of the vocabulary of preschoolers, the free expression of their thoughts, the compilation of coherent, interesting stories based on what they have heard, help to build monologues correctly, reveal to children the accuracy and expressiveness of speech, give examples of literary speech, show how rich the native language is in humor, vivid and figurative expressions. The peculiarities of the perception of fairy tales by preschool children are analyzed, namely: creative imagination, observation, sense of figurative language, author's position, understanding of the inner psychological motives of the behavior of fairy-tale characters. There are also examples of teacher's fairy tales that can be used in the educational process of a preschool institution, as well as in the everyday life of children. It was determined that the fifth year of a child's life is a sensitive period for mastering monologue speech. Changes in the formation of the grammatical structure of the language, in the development of word formation methods, an explosion of verbal creativity is taking place. Children's speech becomes more consistent, the understanding of the semantic side of language, the syntactic structure of sentences, etc. improves. The concepts of «language», «speech», «coherent speech», «monological speech» are considered. The conditions for mastering coherent monologue speech are considered as one of the main tasks of speech development of preschoolers, namely: speech environment, social environment, family well-being, individual personality traits, cognitive activity of the child, etc., which must be taken into account in the process of purposeful speech education. Further exploration of the chosen topic was determined, namely, the outline of methodological recommendations for the use of V. Sukhomlynskyi's fairy tale in the educational process of a preschool education institution.