FOREIGN PEDAGOGY ABOUT THE SPEECH DEVELOPMENT OF PRESCHOOLERS

Abstract

The purpose of the article is to study the views of foreign classics teachers on the development of speech of preschool children, to identify ideas that have not lost their relevance today. To achieve this goal, a number of theoretical research methods were used: analysis, synthesis, generalization. The scientific novelty of the study is to generalize the views of teachers who worked in different periods, on the development of children’s speech, drawing parallels between them, as well as documents governing the content of modern preschool education. The article analyzes the ideas reflected in the works of Aristotle, T. Campanella, Ja.A. Comenius, J. Locke, J.-J. Rousseau, J.G. Pestalozzi, F. Froebel, M. Montessori, P. Kergomar on speech work with preschool children. It also identifies the content and pedagogical tools that can be implemented in modern preschool education. The article proves that the problem of speech development of preschoolers is extremely important and always relevant. The philosophers of antiquity tried to solve it. And modern language  teachers are looking for optimal ways to develop speech in preschool children. Analysis of the works of foreign teachers of the past allowed us to identify ideas that remain relevant today and can serve as a guide for modern scientists. In particular, the provisions on the early start of work on speech development, the role of gestures in the development of speech, the relationship of sensory experience and speech development, the role of motivation in the process of speech development, etc. remain important. Ideas about the role of parents in the development of children’s speech, as well as the use of nature and the environment, which can be productive in the modern world of gadgets, remain relevant in modern conditions.