FORMATION OF COHERENT SPEECH IN SENIOR PRESCHOOL CHILDREN BASED ON THE MNEMONIC TECHNIQUE

Abstract

This article examines the pedagogical effectiveness of employing mnemonic techniques in the development of connected speech skills among early childhood learners. The study analyzes practices from Singapore and the United Kingdom, highlighting the significance of play-based and visual tools in enhancing children’s memory, speech, and cognitive abilities. Findings obtained through pedagogical observation, surveys, and interviews demonstrate that the use of mnemonic methods actively facilitates the development of young children’s speech competencies, promotes creative thinking, and enhances the organization of speech as well as communicative skills. Moreover, the article provides methodological recommendations aimed at improving pedagogical programs in preschool educational settings and supporting the cognitive development of children