Treatment of Speech Development Disorders in Preschool Children

2019 ◽  
Vol 49 (2) ◽  
pp. 259-265
Author(s):  
V. F. Shalimov ◽  
N. Yu. Suvorinova ◽  
Yu. E. Nesterovsky
Keyword(s):  
Preschool Children ◽  
Speech Development ◽  
Speech Development Disorders

scholarly journals Psychoemotional features of preschool children with speech pathology and their connection with the emotional characteristics of mothers

2021 ◽  
Vol 2 (119) ◽  
pp. 120-132
Author(s):  
Olga A. Koval ◽  
Keyword(s):  
Emotional Intelligence ◽  
Preschool Children ◽  
Speech Development ◽  
Preschool Age ◽  
Speech Pathology ◽  
Number Of Children ◽  
The Third ◽  
Emotional Interaction ◽  
The Family ◽  
Speech Development Disorders

The article deals with the problem of studying the psychoemotional characteristics of preschool children in their connection with the features of interaction in the «mother-child» dyad. The relevance of the work is determined by the increasing number of children with speech pathology. A number of works by Russian and foreign authors are devoted to the study of the psychological characteristics of preschool children with speech development disorders. The novelty of the presented research is to consider this issue through the prism of the family, in particular, mother-child emotional interactions. This study reflects the importance of developing the emotional competence of mothers raising preschool children, namely: teaching mothers to understand their own emotions, control expression, the ability to perceive the child's condition, understand its causes and influence it; and it justifies the high importance and necessity of including mothers in the rehabilitation process when working with preschoolers with speech pathologies. The study involved 120 pairs of «child with speech pathology – mother», divided into three groups according to age. The first included children of young preschool age (3-4 years old, 35 couples), the second – middle preschool age (4-5 years old, 54 couples), the third – senior preschool age (5-6 years old, 31 couples). Similarly, three normotypic groups were formed according to age ranges, the first of which included 32 child-mother pairs, the second – 36 child-mother pairs, the third – 35 child-mother pairs, a total of 103 dyads with normotypic speech developmentThe study found that the mothers of preschoolers with speech pathology differ in the level of development of emotional intelligence components, the characteristics of emotional interaction with the child from mothers raising regulatory developing children. Links have been determined between the level of development of the emotional intelligence of the mother, the features of maternal-child emotional interaction and the psychoemotional features of preschoolers who have speech pathology.

scholarly journals Study of the features of fears in preschool children with impaired speech development in comparison with normally developing peers in Moscow City

2021 ◽  
Vol 284 ◽  
pp. 08018
Author(s):  
Victoria Kolyagina ◽  
Maria Valdes Odriozola ◽  
Anna Eremina
Keyword(s):  
Experimental Data ◽  
Preschool Children ◽  
Speech Disorders ◽  
Emotional Disturbances ◽  
Speech Development ◽  
Psychological Study ◽  
Number Of Children ◽  
Moscow City ◽  
Speech Development Disorders ◽  
Impaired Speech

Currently, the number of children with impaired speech development is constantly increasing, but the emotional difficulties that exist in this category of children remain insufficiently studied. Regional studies are particularly important in this area, and they provide the best insight into which emotional disturbances are related to the structure of the disability and the family situation, and which are related to general social tensions in a particular region and especially in a metropolitan setting. This article presents the research data on the psychological study of fears in children with various speech development disorders and their normally developing peers. The aim of the research is to identify and study the characteristics of fears in preschoolers with speech development impairments in Moscow City. The research methods. The study and analysis of medical, psychological and pedagogical literature, observation, conversation, the study of medical and pedagogical documentation, collection and analysis of anamnestic data, analysis of the products of children’s activities, modified questionnaire by A.I. Zakharov “fears in the houses”, Peter Muris’s modified test “fear levels”, a questionnaire for parents to identify the fears of children and parents, test questionnaire of child-parent relationship (QPR) by A.Y. Vargi and V.V. Stolin. methods of mathematical statistics, quantitative and qualitative analysis of the experimental data. The results of the study. Experimental data were obtained and systematized. It characterizes the features of fears of older preschoolers with different impaired speech development in comparison with normally developing peers. The description of the dominant fears of preschool children and their specific features inherent in children with speech disorders is given. Data were obtained on predisposition to an increased number of fears in the male part of the examined group of children. There were identified the average fears indicators that were higher than the existing standards for all the studied groups.

scholarly journals Emotional development of preschool children with speech pathology, and its connection with the emotional characteristics of mothers

2020 ◽  
Vol 26 (3) ◽  
pp. 164-172
Author(s):  
Ol’ga A. Koval’
Keyword(s):  
Emotional Intelligence ◽  
Preschool Children ◽  
Preschool Child ◽  
Emotional Development ◽  
Speech Development ◽  
Preschool Age ◽  
Social Adaptation ◽  
Speech Pathology ◽  
Number Of Children ◽  
Emotional Interaction

The article is devoted to the study of emotional development in preschool age children with violations of speech development, and its relationship with emotional intelligence of the mother, the emotional interaction between mother and child, implemented a style of emotional upbringing. Topicality of the work is determined by the increasing number of children with speech pathology and, accordingly, the increasing acuteness of issues affecting their social adaptation and the formation of readiness for school. Two abnormal groups and two normative groups participated in the study. Abnormal groups included 35 pairs of "primary preschool child – mother" and 54 pairs of "middle preschool child – mother". All children of pathological groups had a verified diagnosis of mental retardation (delay of psychological and speech development). Similarly, normative groups were formed by age ranges, the first of which included 32 "child-mother" pairs, the second – 36 "child-mother" pairs. Normative group was formed of preschoolers of kindergartens of the city of Vladimir who had normative development. As a result of the research, it was found that the emotional development of children with speech pathology has distinctive features in comparison with normatively developing children. Mothers of preschool children with speech pathology differ in the level of development of components of emotional intelligence, they have characteristic features in emotional interaction with children in comparison with mothers who raise normatively developing children. There are connections between the level of development of emotional intelligence of the mother, the features of emotional interaction and the development of the emotional sphere of preschool children with speech pathology.

scholarly journals The formation of language competence in the system of the speech generalization semantics among students

2021 ◽  
Vol 7 (3B) ◽  
pp. 258-267
Author(s):  
Natalia A. Krasheninnikova ◽  
Valentina V. Voroshilova ◽  
Olga S. Polunina ◽  
Natalia V. Osipova ◽  
Nikolay N. Kosarenko ◽  
...  
Keyword(s):  
Preschool Children ◽  
Communicative Competence ◽  
Speech Development ◽  
Linguistic Competence ◽  
Psychological Characteristics ◽  
Main Approach ◽  
Language Competence ◽  
Methodological Approaches ◽  
The Individual ◽  
Semantic Aspect

The article aims to study the specificities of an individually differentiated approach in the formation of speech generalization semantics and communicative competence in older preschool children. The main approach to the study of this problem is the analysis of theoretical and methodological approaches in the study of an individually differentiated approach to the linguistic competence of preschool children, which allows us to identify the most effective ones.  The article focuses on the concepts of individualization and differentiation in the development of the semantic aspect of speech and communicative competence, taking into account the individual psychological characteristics of the children. It is concluded that an individually differentiated approach increases the effectiveness of measures to form linguistic competence in the system of semantics of generalization of discourse. The materials of the article can be useful for speech therapists, specialists in preschool institutions that work in the area of speech development for older preschoolers, as well as for teachers in search of effective technologies for the formation of language skills.

scholarly journals Use of the method for the formation of the concepts of size and shape in preschool children for clinical research

2020 ◽  
Vol 10 (6) ◽  
pp. 45-52
Author(s):  
Dmitrii L. Tikhonravov ◽  
Vladislav B. Voitenkov ◽  
Inna U. Golubeva ◽  
Alexander P. Gerasimov ◽  
Artem Y. Pashkov
Keyword(s):  
Clinical Practice ◽  
Preschool Children ◽  
Brain Activity ◽  
Simultaneous Presentation ◽  
Speech Development ◽  
Preschool Age ◽  
Clinical Aspects ◽  
Healthy Children ◽  
Size And Shape ◽  
Higher Cognitive Functions

The goal of the present study was to test the method of forming or actualizing preverbal concepts in the conditions of an independent search for a task solution in order to use the method in clinical practice. The conditions of the absence of researchers instructions allow: 1) to compare in ontogenetic and clinical aspects; 2) to develop the skills of an independent search for solutions in problem situations; 3) to improve the creative potential of a child; 4) to develop the ability to achieve a goal. The advantage of using the preverbal concepts of size and shape is that this method can be applied to children of primary preschool age and children with a delay in speech development. To test the method, 7 healthy children of the middle preschool age (4-5-year-old children) were selected. The first task was to form or actualize the concept of a bigger or smaller size in children during the simultaneous presentation of 4 flat or volume geometrical figures. The second task was to form or actualize the concept of a flat or volumetric object among simultaneously presented 4 figures of the same size (small, medium or big). To get reward children should have chosen the figure, which was different from the other 3 ones in a trial during the formation of both the concepts. In the both tasks, we calculated the quantity of trials, which were needed for the single attainment or excess of the 70% level of the correct task performance per each type of learning. The behavioral results showed that the learning speeds during the formation of the concepts of the bigger/smaller size and flat/volumetric shape did not significantly differ from each other. It could be suggested that those concepts were equally important for the 4-5-year-old children. The study showed that the concept formation model is a convenient psychological method for testing the level of the development of the higher cognitive functions in participants and its use is possible in clinical practice with the parallel recording of the brain activity (EEG, evoked potentials etc.) in children in the process of their performing cognitive tasks. The described model is promising for identifying intellectual developmental delays in preschool children and can be used to test children with various cognitive abnormalities.

scholarly journals MÓZGOWE PODŁOŻE ROZWOJU MOWY W AUTYZMIE

2021 ◽  
pp. 39-51
Author(s):  
Krystyna Rymarczyk
Keyword(s):  
Early Stage ◽  
Autism Spectrum ◽  
Speech Development ◽  
The Other ◽  
Arcuate Fasciculus ◽  
Foetal Life ◽  
Behavioural Research ◽  
Speech Development Disorders ◽  
Structure And Activity ◽  
Atypical Brain Development

Although in a majority of cases, autistic children face difficulties communicating verbally, the valid diagnostic classifi cations do not identify them as the main symptoms of the disorder. The adoption of such a position has been supported by results of (mainly behavioural) research, which imply that language and speech development in the autism spectrum disorder (ASD) is extremely variable and individually diversifi ed and the observed delay of its development is not unique to autism. On the other hand, the research conducted by means of neuroimaging methods shows that an atypical structure and activity of Broca’s and Wernicke’s areas, which are important for language processes, exist in the ASD. A weak structural and functional connectivity in the arcuate fasciculus, which connects these structures, has also been discovered. It is assumed that the changes arise from neurodevelopmental irregularities occurring at an early stage of foetal life and their causes are probably genetic. This study characterises speech development disorders and atypical brain development in autism referring to results of both behavioural and neuroimaging research.

HEARING LOSS IN INFANTS AND PRESCHOOL CHILDREN

PEDIATRICS ◽  
1963 ◽  
Vol 32 (1) ◽  
pp. 103-114
Author(s):  
Geoffrey C. Robinson ◽  
David C. Kendall ◽  
Kenneth G. Cambon
Keyword(s):  
Hearing Loss ◽  
Preschool Children ◽  
Hearing Impairment ◽  
Speech Development ◽  
Early Initiation ◽  
Diagnostic Assessment

This paper reviews the development of a provincial program to evaluate and train preschool children with hearing impairment of a degree sufficient to interfere with language and speech development. Problems relating to delay in diagnostic assessment and hence to early initiation of training are described, and some suggestions for overcoming them are made. It is suggested that physicians, and particularly pediatricians, have an important role in the resolution of these problems.

FORMATION OF SPEECH IN PRESCHOOL AGE AS A UNITY OF IMITATION AND CREATIVITY

2021 ◽  
Vol 23 (9) ◽  
pp. 20-26
Author(s):  
Pestereva T.N.
Keyword(s):  
Preschool Children ◽  
Children's Literature ◽  
Fairy Tale ◽  
Children’S Literature ◽  
Preschool Education ◽  
Speech Development ◽  
Preschool Age ◽  
Synthetic Activity ◽  
Federal State ◽  
Theoretical Substantiation

The study examines the aspect of the formation of speech in preschool children, as a unity of imitation and creativity. According to the Federal State Educational Standard of Preschool Education: «The speech development of children includes the possession of speech as a means of communication and culture; the enrichment of an active vocabulary; the development of coherent, grammatically correct dialogical and monological speech; the development of speech creativity; the development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, understanding by ear texts of various genres of children's literature; formation of sound analytical and synthetic activity as a prerequisite for literacy training» [3]. The «Concept of Preschool education» notes that «Imagination is the basis for the active participation of a child in various types of activities. It is included in the composition of already known forms of thinking (visual-effective, visual-figurative). On the basis of imagination, children develop the first manifestations of a creative attitude to reality» [4]. The article considers the views of teachers and methodologists on the speech development of preschool children. The method of speech development of preschool children is also described: the «Binomial fantasy» method. Binomial fantasies are used in two areas of the development of imagination and logic of thinking: - To generate ideas for new objects or the transformation of an existing object; - To get ideas for writing fairy-tale or fantastic stories (speech creation). The article reveals the algorithm of work according to the method, in accordance with two directions. The prospect of the research the theoretical substantiation of the unity of imitation and creativity in the formation of speech in preschool children.

Riddle as a means of speech development in preschool children

2020 ◽  
Vol 10 (10) ◽  
pp. 300
Author(s):  
Rakhmonkulova Kholida Bosimovna
Keyword(s):  
Preschool Children ◽  
Speech Development
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