Sakharova O. Pedagogical conditions of enrichment children's vocabulary of primary preschool age in the process of physical education

Thesis presents a theoretical generalization and a new solution to the scientific problem of enriching the vocabulary of young preschool children in the process of physical education, which allowed to substantiate and build a model and experimental method of enriching the vocabulary of young preschool children in the process of physical education to determine and experimentally check the pedagogical conditions of enrichment of the vocabulary of children of primary school age in the process of physical education. The purposeof the research is to theoretically substantiate and experimentally test the pedagogical conditions of enriching the vocabulary of primary school children in the process of physical education. The scientific noveltyof the research is that for the first time the pedagogical conditions of enrichment of the vocabulary of children of primary school age in the process of physical education are defined and theoretically substantiated (providing speech support for the process of physical education of preschool children, introduction of interactive speech technologies in the process of physical education, the presence of positive incentives to enrich children's vocabulary in the process of physical education, interaction of preschool and family in enriching the vocabulary of preschool children with physical education); the essence of the phenomenon “enrichment of the vocabulary of children of primary school age in the process of physical education” is revealed; criteria (cognitive, reproductive, interactive) with the corresponding indicators are revealed, levels of development of the dictionary of children of younger preschool age (sufficient, satisfactory, low) are characterized; the model of enrichment of the vocabulary of children of younger preschool age in the process of physical education is developed (cognitive-enriching, communicative-directed and emotional-activity stages); the notion of “vocabulary enrichment”, “vocabulary work in a preschool institution”, “physical education of preschool children” has been clarified; further development of the theory and methods of speech development of preschool children. The practical significance of the research lies in the development and implementation of diagnostic and formative methods of enriching the vocabulary of preschool children in the process of physical education; a complex of individual speech diagnostic tasks for children of primary school age, selected for each indicator. Experimental material can be used in the practice of preschool education; in the training of future specialists in the system of higher education in the specialty 012 “Preschool education”; in the system of advanced training and postgraduate education of educators of preschool education institutions; preparation of textbooks and lecture courses “Preschool language didactics” and “Theory and methods of physical education in preschool education” for students of pedagogical institutions of higher education. It is established that the introduction of the proposed model and methods of enriching children's vocabulary junior preschool age in the process of physical education, taking into account certain pedagogical conditions, had a positive impact on the effectiveness of this process. According to the results of the final experiment, it was found that the children of the experimental group had significant positive changes in the levels of vocabulary development.