REASONING AS A FUNCTIONAL SEMANTIC TYPE OF COHERENT SPEECH: PEDAGOGICAL DIAGNOSTICS AND TERMS OF FORMING IN CHILDREN OF SENIOR PRESCHOOL AGE

Abstract

The article substantiates the topicality of the problem of forming reasoning as a functional semantic type of coherent speech in children of senior preschool age. Based on the analysis of the problem, the factors are distinguished that give an opportunity to define initial positions of organization of pedagogical diagnostics of reasoning features and creating optimal terms of pedagogical influence on the development of this type of coherent speech. The essence of pedagogical diagnostics is conditioned by the content of the distinguished criteria - intellectual, linguistic, personality, and speech. Based on these criteria the levels of development of reasoning are differentiated for children of senior preschool age – reproductive, normative-adaptive, and creative. Their quantitative and qualitative parameters are given. The statement is emphasized regarding the unity of the development of speech and reasoning that has determined the choice of diagnostic tools. The results of diagnostics are analyzed from the points of traditional linguistic descriptions that are demonstrative for this type of coherent expression: the volume of expression, syntactic structure of expression, means of connecting separate parts of the expression, and language means. The presented methodical interpretation of the results of pedagogical diagnostics presupposes the necessity of determining optimal terms of cooperation of adults and children in the context of the research problem. The efficiency of implementation of the distinguished terms of the pedagogical influence is well proven. Speech activity is specially organized in the process of educational dialogue and communicative cooperation, organization of joint partner activities of a teacher and a child, creation of atmosphere for free independent speech activity of children. The conclusions emphasize the value of the accompanying style of pedagogical cooperation of a teacher and a child, special organization of developing speech environment, and the synergetic effect of the complex implementation of the given terms.