SPEECH DEVELOPMENT OF YOUNGER SCHOOLCHILDREN WITH THE HELP OF V. PROPP’S VISUAL MODELS

The article raises the problem of younger schoolchildren’s speech development with the use of visual models. One of the visual modeling examples is “Propp’s maps”. These are generalized set fairy-taleactivities, with the help of which you can easily teach pupils to divide the text into parts, retell the content, and create fairy tales with a simple plot.The stages of Propp’s cards implementation in working with a fairy tale are the following: pupils’familiarization with a fairy tale as a literary genre; reading a fairy tale accompanied by illustration using Propp’s cards; fairy tales retelling based on Propp’s maps; independent fairy tale compilation using Propp’s cards.Variants of tasks have been offered at each stage of studying a fairy tale based on Propp’s cards, which will help visualize the plot, structure the text, and distinguish plot-compositional units and characters.The impact of Propp’s cards on the development of perception, reproduction, and creation of own fairy tales by primary school pupils has been analyzed. The results of the study, which was conducted as part of advanced training courses for primary school teachers, showed that the pupils remembered the meaning of the card function very quickly and easily, confidently divided fairy tales into functions, and made a meaningful chain of cards, correctly answered questions based on the text of fairy tales, freely retold texts, and their own fairy tales became much more meaningful, the vocabulary used varied considerably. This shows that Propp’s cards are really effective for the speech development of younger schoolchildren; however, like any method, the use of the card requires a step-by-step introduction to the educational process, from overview acquaintance and training to learning to retell and create your own fairy tales. Keywords: speech development; younger schoolchildren; Propp’s maps; visual plot modeling; the fairy tale structure; fairy tales retelling; work stages according to Propp’s maps; the method of composing fairy tales.