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.
INDIVIDUALIZATION AND SOCIALIZATION OF PRESCHOOL CHILDREN