Про стан роботи дошкільних навчальних закладів щодо формування у дітей старшого дошкільного віку умінь і навичок аудіювання

Abstract

У статті висвітлено реальний стан роботи дошкільних навчальних закладів щодо формування у дітей старшого дошкільного віку умінь і навичок аудіювання. З цією метою було проведено анкетування вихователів та бесіди з ними, спостереження за навчально-виховним процесом у дошкільних навчальних закладах, вивчено та проаналізовано робочі плани і конспекти занять, здійснено аналіз змісту дитячих хрестоматій для читання у дошкільних навчальних закладах. The article is aimed at revealing the real activity progress of preschool educational institutions on the formation of listening comprehension skills in senior preschoolers. The following methods were used: survey of pedagogues; monitoring of the educational process in kindergartens; study and review of the curricula; review of the content of child readers in kindergartens. Questioning of pedagogues has shown that most of them realize the importance of the researched issue for the development of preschool children’s speech. However, they have not enough knowledge about the phenomenon of “listening comprehension”, peculiarities of the formation of listening comprehension skills in preschoolers (pedagogical conditions, methods and techniques, forms and means of speech and developing work with children), criteria and indicators of the levels of the development of these skills. They do not have enough knowledge about what kind of listening skills and abilities should be formed in preschoolers. Therefore, we believe that teaching staff need theoretical and practical knowledge on the formation of listening comprehension skills in preschoolers during the educational process. The monitoring of the educational process has shown that during language development lessons of senior preschoolers the teachers focus their attention primarily on the development of their speaking skills (different kinds and types of stories, retelling, inventing stories, etc.). The review of the content of child readers has shown that they have no specific tasks (comments, questions) aimed at the development of listening comprehension skills in preschoolers. The carried out research has shown that that preschool educational institutions do not provide purposeful educational work focused on the development of listening comprehension skills in senior preschoolers.