METHODOLOGY FOR DEVELOPING CHILDREN’S SPEECH IN PRESCHOOL EDUCATION (KINDERGARTEN)

Abstract

Speech development is one of the central areas of preschool education because children’s ability to communicate influences their cognitive, social, emotional, and later academic development. This article examines methodological approaches to developing oral speech among preschool children in kindergarten settings. Particular attention is given to dialogic interaction, storytelling, play-based learning, picture-based activities, reading and discussion of children’s literature, vocabulary enrichment, phonological awareness, and individualized teacher support. The article presents a methodological framework that combines child-centered pedagogy, purposeful teacher-child communication, repeated language practice, and formative observation. It also discusses the role of the preschool teacher in creating a linguistically rich environment and providing meaningful opportunities for children to speak. The proposed approach can be adapted to different age groups and classroom contexts. The article is methodological in nature and is intended to provide a practical and theoretically grounded framework for preschool educators.