PSYCHOLOGICAL FEATURES OF SPEECH DEVELOPMENT IN PRIMARY SCHOOL STUDENTS

Abstract

Speech development in primary school students (ages 6–10/11 years) is a critical period characterized by the transition from concrete, situational thinking to more abstract and logical forms of verbal reasoning. This article examines the key psychological features of speech at this age, including rapid vocabulary expansion, improvement in grammatical structure, development of coherent monologue and dialogue, and the internalization of private speech into inner speech as described by Vygotsky. Primary school children exhibit increased motivation for verbal communication, enhanced phonological awareness, and growing metacognitive control over speech. The study highlights the role of social interaction, schooling, and cultural tools in shaping expressive and receptive language skills. In the Uzbek context, national educational reforms emphasize integrated speech development through mother tongue instruction. Findings indicate that systematic pedagogical interventions can reduce speech delays and enhance cognitive-linguistic integration, with implications for inclusive education [1; 10; 20].