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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Teacher's Psychological and Pedagogical Difficulties in Development of Coherent Monologic Speech of Preschool Children 981

Shorohova O.A., PhD in Psychology, докторант Курского государственного университета, Russia, olga1503@yandex.ru
Abstract
Speech opportunities of children considerably increase at preschool age and the correct use of them have the great impact on the timely mastering of the coherent monologic speech. Modern conditions of preschool education are determined by the great number of various programs. The analysis of realization of educational programs in preschool institutions revealed a number of psychological-pedagogical difficulties of the teachers which prevent children from mastering the coherent monologic speech during sensitive period. The basic problems are emotional and communicative barriers in communication, insufficient comprehension of speech development laws of preschool children, use of reproductive training methods.

Keywords: coherent monologic speech, professional competence, realization of various programs, innovational search, analytical activity, the traditional approach in training, standartization of behaviour, emotional barriers, psychological defence.

Column: Educational Psychology

For Reference

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