USING PROBLEMATIC SITUATIONS TO ENCOURAGE 5-6-YEAR-OLD PRESCHOOLERS TO TELL STORIES BASED ON EXPERIENCES IN ORDER TO STRENGTHEN AND DEVELOP THEIR COHERENT SPEECH

Abstract

Coherent speech is a complex speech activity that holds significant importance for the development of young children. Coherent speech not only serves as a tool for children to communicate with others around them but also aids in the development of their thinking, cognition, and various other psychological functions. Therefore, the development of coherent speech is crucial for the comprehensive development of preschool children. This study aims to provide guidance on using problematic situations to encourage 5-6-year-old preschoolers to tell stories based on their experiences, thus reinforcing and developing coherent speech. The main method used in this article is the theoretical research method. This method is employed to synthesize relevant articles, scientific works related to coherent speech, and the development of coherent speech while also addressing core issues related to using problematic situations in storytelling activities based on experiences in preschools. Based on the analysis of the role of coherent speech in the development of preschool children 5-6 years old and experience-based storytelling activities in the kindergarten, the article has made suggestions on how to use problematic situations to encourage preschool children 5-6 years old to tell stories from experience to reinforce and develop coherent speech. The research findings from this article can become useful suggestions to help early childhood educators improve the overall quality of children's education, as well as enhance the effectiveness of language development, especially coherent speech.