TASKS OF IMPROVING THE SPEECH OF CHILDREN OF SMALL GROUP AGE IN PRESCHOOL EDUCATION
Keywords:
Preschoolers, imitation of sounds, gestures, identity and creativity, passive vocabulary.Abstract
Many children in preschool have speech and language disorders and a poor communication development, and the need for support is extensive. The aim was to find out if and how reading aloud and storytelling could enhance children’s communication development, the study was interactionist. From 2 to 3 years, sentences extend to 4 and 5 words. Children can recognise and identify almost all common objects and pictures, as well as use pronouns (I, me, he, she) and some plurals. Strangers can understand most words. From 3 to 5 years, conversations become longer, and more abstract and complex. Preschoolers love to chat. At 3-5 years, children usually go from short sentences to complex questions and detailed stories. Play ideas to develop preschooler talking include chatting together, reciting nursery rhymes, reading and telling stories, and playing rhyming games. Talk with children, sing, and encourage imitation of sounds and gestures. Read to children. Start reading when your child is a baby. Look for age-appropriate soft or board books or picture books that encourage kids to look while you name the pictures.
References
Björklund, E. (2008). Att erövra litteracitet. Små barns kommunikativa möten med berättande, bilder, text och tecken i förskolan [To attain literacy. Young children’s communicative meetings with story-telling, pictures. texts and signs in preschool] (Dissertation). Göteborg University, Sweden. [Google Scholar]
Brodin, J. (1991). Att tolka barns signaler. Gravt utvecklingsstörda flerhandikappade barns lek och kommunikation [To interpret children’s signals. Play and communication in children with profound and multiple disabilities] (Dissertation). Stockholm University, Department of education. [Google Scholar]
Brodin, J. (2018). It takes two to play. ‘it takes two to play’: Reflections on play in children with multiple disabilities. Today’s Children – Tomorrow’s Parents, 47–48, 28–39. [Google Scholar]
