THE ROLE OF POETRY IN THE SPEECH DEVELOPMENT OF PRE-SCHOOL CHILDREN AND INNOVATIVE METHODS OF MEMORIZATION

This article provides a comprehensive analysis of the fundamental role of poetic works (poems) in the personal formation, mental, and speech development of preschool children. Poetry is considered not only as a means of enriching a child's vocabulary but also as a primary tool for forming their phonemic hearing, sense of rhythm, and linguistic intuition. The article discusses in detail the psychological mechanisms and age-related characteristics of memorizing poems, classifying the specifics of perception and memorization of artistic texts by children in junior, middle, and senior groups of kindergarten. The core of the study is modern innovative methods that differ from traditional ways of memorization. Specifically, a detailed description is given to visual (mnemonics, pictograms), audio (rhythmic recitation, melodeclamation), and kinesthetic (finger games, dramatized movements) methods, with their effectiveness scientifically proven. Furthermore, using the works of children's poets such as T. Kozhomberdiev as an example, the issues of emotional education, expanding the worldview, and developing the aesthetic taste of the child through poetry are discussed. The conclusion highlights the methodological advantages of combining digital and interactive technologies with poetry in preschool educational organizations.