PROBLEMS OF SPEECH DEVELOPMENT OF PRIMARY SCHOOL STUDENTS

Abstract

The article considers the problems of speech development of primary school students. The topic is quite relevant and is determined by social significance, which determines the importance of forming communicative competence of schoolchildren, which involves mastering all types of speech activity and speech culture and creates a foundation for lifelong education. High speech development is the key to solid and solid knowledge, and also contributes to the holistic harmonious development of the personality. The purpose of the article is a theoretical analysis of the main aspects of the problem of the formation of speech development of primary school students. The topic of the multifaceted nature of the problem in primary school age is revealed in fundamental classical and modern scientific research. Various aspects of the speech development of primary school children are taken into account: the state of sound pronunciation, the state of phonemic processes, the state of the component structure of the word, the lexical side of speech, the formation of the grammatical structure of speech, the possession of coherent speech, the development of other processes, the state of visual-spatial functions. By the time a child goes to school, his vocabulary increases so much that he can easily communicate with peers or adults on any everyday life topic that is within his sphere of interests. It has been proven that the quality of educational and correctional and pedagogical processes is largely determined by the extent to which the potential opportunities in the education and upbringing of each child, their individual characteristics, are taken into account and implemented. A third of primary school students have speech deficiencies. All this hinders successful educational activities and causes unstable academic performance of children. Therefore, improving the system of correctional and pedagogical work is currently a priority task. So, in primary school students with normotypical speech development, speech should be formed at the lexical, grammatical and phonemic levels. Therefore, an integral element of the educational process at this stage of society’s development is the correctional and pedagogical work of teachers on the speech deficiencies of students.