FORMING PERSONAL VOCABULARY OF SCHOOL CHILDREN THROUGH PICTURE ACTIVITY

Abstract

The most important role in the realization of the goals and objectives of the elementary school is played by the formation of the communicative competencies of students: the development of oral and written speech, monologue and dialogical speech, and the skills of literate, unmistakable writing as an indicator of a person’s general culture. The richer and wider the vocabulary of a person, and especially among younger schoolchildren, the more he realizes and reproduces the human thinking of the phenomena of objective reality, since the dictionary denotes objects and phenomena of the surrounding world and expresses the connections and relations between them. A dictionary consists of a huge number of words, and a word is a particle of knowledge, a particle of generalization, a measure of experience. Words are safely stored in the memory of a person and are used when necessary in the process of thinking, speaking, expressing personal ideas, etc. As you know, the scarcity of schoolchildren’s vocabulary prevents them from mastering spelling, vocabulary and other sections of linguistics. The richer the junior schoolchild’s dictionary, the more meaningful he uses words and phrases in his speech-thinking activities. Already at a junior school age, a child is able to find family ties between words, thereby increasing the level of his spelling and lexical literacy. In the article, the enrichment of the vocabulary of younger schoolchildren implies not only its quantitative expansion, but also its qualitative modifications, expressed in a significant increase in the volume of definitions, in clarifying the meaning of words, in familiarizing with new semantic content of words already known to the student.