Journal archive

Abstract: The article deals with the problem of formation of basic skills of argumentative speech in preschool children. It highlights the importance of studying specific features of the use of argumentation by children in the situation of collective solution of tasks in a preschool educational institution. The author discloses theoretico-methodological foundations of the process of formation of basic skills of argumentative speech in preschool children, which define the complex of the corresponding methodological approaches. The philosophical foundation is made up by the semiotic-hermeneutical approach, and the general scientific level of methodology is systemic by its nature. The semiotic-hermeneutical approach allowed defining the essence of communication process, the specific features of its main components, in particular, of the message coding and decoding. The process of formation of basic skills of argumentative speech in preschool children in the context of systemic approach is studied in terms of internal and external systemic properties and connections which guarantee the integrity of this object, its stability and internal organization. The theoretico-methodological strategy of the given research is presented by the activity approach; the problem-communicative approach to the formation of basic skills of argumentative speech in senior preschool children makes the practice-oriented strategy. The author defines the role of the activity approach in working out the complex process of development of basic skills of argumentative speech in preschool children. The declared problem-communicative approach is effective in communicative training of preschool children for solution of problems of communicative character. It is noted in the article that while realizing this approach it is advisable to introduce into the pedagogical process of preschool educational institutions problematic situations which would stimulate preschool children to learn logical argumentation. The study of these approaches allowed the author to establish their internal unity, interrelation and complementarity.