The dissertation presents the results of theoretical and empirical research of the problem of preschool children’s narrative speech development. Narrative speech is considered as a psycholinguistic phenomenon that has motivational, purposeful, internal and external speech components. The analysis of scientific sources also showed that the issue of preschoolers’ oral narrative speech in both psychological and psycholinguistic aspects is still insufficiently studied, in particular, the peculiarities of children’s storytelling are not identified, the corresponding levels of speech operations and actions are not established; the ability of children to embody internal ideas in the structures of oral speech is not adequately represented. Taking into account the results of the analysis of the researched problem, psychological and psycholinguistic approaches to studying the ontogenesis of oral narrative speech of the preschool children are substantiated; the purpose, tasks and stages of psychodiagnostics are formulated; the working hypothesis is put forward; criteria and indicators of observation the speech operations on construction of stories by children in the zone of their actualgenesis and establishment of the zone of the nearest speech development are singled out. Taking into account the selected theoretical aspects of this problem and the results of the observational experiment, a logical model of oral narrative speech development of preschool children has been developed; psycholinguodidactic principles of formation the children’s narrative speech are formulated; the essence of the category “psychotechnology” is revealed. Accordingly, the psychotechnology provided by the formative block of the logical model was created and introduced into the educational process of IPE and its positive influence on the development of preschoolers’ narrative speech was proved. According to the results of the empirical stage of study, psychological and psycholinguistic features of the development of preschool children’s narrative speech, which is a period of mastering the unconscious, involuntary, unintentional operations (at the level of sense of language) to build stories. According to the results of theoretical and empirical research, the definition of “narrative speech” and “development of preschool children’s narrative speech” is proposed.
The results of the study can be used in different types of preschool institutions for psychological support, correction and development of the oral narrative speech of children, in the psychological practice and educational process of higher education institutions.
Key words: narrative speech, narration, utterances, formation of operations and actions, internal speech, exteriorization, interiorization, psychological features, image, meaning, preschool children, model of oral narrative speech development.
