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 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 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.

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 ОСОБЕННОСТИ ФОРМИРОВАНИЯ САМОСТОЯТЕЛЬНОГО ПОСТРОЕНИЯ РАССКАЗА У СТАРШИХ ДОШКОЛЬНИКОВ С НОРМОЙ И НАРУШЕНИЯМИ РЕЧЕВОГО РАЗВИТИЯ

2020 ◽  
Author(s):  
Natalya Shcherbakova
Keyword(s):  
Comparative Analysis ◽  
Preschool Children ◽  
Empirical Data ◽  
Morphological Structure ◽  
Speech Development ◽  
Preschool Age ◽  
Verbal Activity ◽  
Impaired Speech ◽  
Intensive Development ◽  
Normal Speech

Представлено исследование становления связной речи детей дошкольного возраста с нормой и нарушениями речевого развития. Проанализированы концепции ведущих отечественных ученых относительно изучения особенностей речевого развития у детей с общим недоразвитием речи. В рамках данной проблемы актуальным является рассмотрение вопросов формирования навыков самостоятельного построения рассказа у старших дошкольников с нормой и нарушениями речевого развития. Это связано с тем, что овладение рассказыванием представляет собой качественный переход на абсолютно новый уровень речемыслительной деятельности, что имеет значение в общем психическом развитии ребенка. Обосновывается мысль о том, что дошкольный возраст является благоприятным для интенсивного развития монологической речи, связного высказывания. Дошкольники в полной мере усваивают навыки владения семантическим, синтаксическим и морфологическим строем родного языка. Рассматриваются и обобщаются особенности речевого развития детей дошкольного возраста с общим недоразвитием речи. Приводятся эмпирические данные относительно ошибок в освоении детьми дошкольного возраста навыков самостоятельного построения рассказа. Достоверность результатов обоснована сравнительным анализом особенностей формирования построения рассказа детьми дошкольного возраста с общим недоразвитием речи и нормой речевого развития. С помощью сравнительного анализа выявляются словарные, грамматические, синтаксические затруднения детей дошкольного возраста в построении связного высказывания. Обосновывается необходимость разработки рекомендаций по коррекции особенностей самостоятельного составления рассказа у старших дошкольников с общим недоразвитием речи. This article is devoted to the study of the formation of coherent speech of preschool children with normal and impaired speech development. The article analyzes the concept of the leading Russian scientists to study the features of speech development in children with general underdevelopment of speech. Within the framework of this problem, it is urgent to consider the issues of formation of an independent construction of a story in older preschoolers with the norm and disorders of speech development. This is due to the fact that the mastery of storytelling is a qualitative transition to a completely new level of verbal activity of a child, which is important in the overall mental development of a child. The idea that preschool age is favorable for intensive development of monological speech and coherent utterance is substantiated. Preschoolers fully learn the skills of semantic, syntactic and morphological structure of the native language. The article discusses and summarizes the features of speech development of preschool children with General underdevelopment of speech. The article presents empirical data on the errors in the development of independent storytelling in preschool children. The reliability of the results is substantiated by the comparative analysis of the peculiarities of formation of the plot of preschoolers with general underdevelopment of speech and normal speech development. On the basis of the comparative analysis, vocabulary, grammar and syntactic difficulties of preschool children in construction of the coherent statement are revealed. In conclusion, on the basis of the above conclusions, the need to develop recommendations for correcting the features of self-compilation of a story among older preschoolers with general underdevelopment of speech is justified.

scholarly journals Features of inflection skills of preschoolers with general speech underdevelopment

2020 ◽  
Vol 8 (2) ◽  
pp. 7
Author(s):  
Yu. A. Bazhenova ◽  
Yu. S. Mokhova
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Speech Disorders ◽  
Speech Development ◽  
Grammatical Structure ◽  
Leading Role ◽  
Oral Speech ◽  
And Gender ◽  
High Level ◽  
Normal Speech

Introduction. The article is devoted to the study of the features of inflection skills of the preschoolers with a general speech disorders. The problem of studying the grammatical structure of speech plays a leading role in modern scientific and practical research, and the question of the mechanisms of the formation of grammatical patterns of language of children having general speech underdevelopment and the development of recommendations for speech therapy effects on this basis is especially relevant. Taking this factor into consideration, it is important to study the characteristics of inflection skills of preschoolers with a general speech disorders, as one of the categories of the grammatical structure. Accordingly, the purpose of the study was to investigate the characteristics of inflection skills of preschoolers with general speech underdevelopment. In accordance with the purpose, the course of the study is described, its results are analyzed, and conclusions are formulated. Accordingly, recommendations for speech therapy have been developed.Materials and methods. The study of the features of inflection skills of preschoolers with a general underdevelopment of speech was carried out in several stages. At the stage of analysis, synthesis, generalization and comparison of scientific literature data, the main theoretical and practical works of leading specialists were studied, dealing with the problem of formation and development of inflection skills in both normal and impaired speech development process. At the stage of the ascertaining experiment, preschoolers were offered a test aimed at determining the level of formation of inflection skills. At the final stage, empirical methods for processing empirical data (quantitative and qualitative analysis) were used.Results. As a result of the study, it was found that the inflection skills  of preschool children with general speech disorders are mainly formed at a lower-than-average level, while their peers with normal speech development are formed at a high level. The hypothesis of the study, which suggested that the word-modification skills of preschoolers with General speech disorders, in contrast to preschoolers with normal speech development, are characterized by inconsistencies in gender, number, case of nouns and adjectives, errors in the use of forms of number and gender of verbs, was confirmed.Discussion and Conclusions. Taking into consideration the results of the study, we concluded that there is a need for speech therapy to compensate for the underdevelopment of inflection skills, as a result, logopedic recommendations were developed for developing inflection skills of preschool children with general speech disorders, which are part of a comprehensive speech therapy on the development of oral speech.

scholarly journals A new Approach to the Study of Russian Language Acquisition in Preschool Children with Normal and Abnormal Development

2014 ◽  
Vol 6 (3) ◽  
pp. 243-254
Author(s):  
T.V. Lebedeva
Keyword(s):  
Preschool Children ◽  
Clinical Sample ◽  
Educational Practice ◽  
Speech Disorders ◽  
Speech Development ◽  
Russian Language ◽  
Abnormal Development ◽  
New Approach ◽  
Diagnostic Potential ◽  
Speech And Language Disorders

We discuss the possibilities of using a standardized method of psychological evaluation of the Russian language development in preschool children. We provide a rationale for the relevance of timely differentiation of children with language and speech difficulties in modern educational practice. We present the results of comparative analysis of language and speech development in the two groups of children 5-6 years old: normally developing (N=92) and with language and speech disorders (N=59). We describe the diagnostic potential of this research tool for clinical sample of children with speech and language disorders, reveal differences in the development of Russian language between the two groups of children. The data obtained can be used in solving the problems of differentiated correctional help to pre-school children with impaired language and speech development.

scholarly journals Using collective activities in the development of speech in children of older preschool and primary school age

2020 ◽  
Vol 47 (5) ◽  
pp. 199-211
Author(s):  
Rania G. Izmailova ◽  
◽  
Tatiana G. Sheinova ◽  
Tatiana V. Timokhina ◽  
◽  
...  
Keyword(s):  
Primary School ◽  
Speech Disorders ◽  
Speech Development ◽  
School Age ◽  
Educational Organizations ◽  
Low Level ◽  
Number Of Children ◽  
Chi Squared ◽  
High Level ◽  
Primary School Age

Introduction. The number of children with speech disorders increases from year to year. Work on the development of speech at preschool and school educational organizations is not always planned, systematic, and coherent. This composite group of children is insufficiently studied in pedagogical science and practice. In classes on speech development and children’s independent activity, not enough time is devoted to collective activities. Materials and methods. The pilot study involved 147 children from four preparatory groups and two first grades of the elementary school in Orekhovo-Zuevo (Moscow Region, Russian Federation). The following research methods were used: analysis of foreign and domestic scientific literature, survey, and experimental research. The results were compared using Pearson's chi-squared test χ2. The study used the authors' toolkit adjusted for the conditions of the experiment. Results. The study showed a fairly high quality of the toolkit prepared for testing. Initially, the groups of respondents showed a low level of speech development – 47% (69 children), an average level – 51% (75 children), and a high level – 2% (3 children). Collective activities were widely used at the formative stage during class time and after classes. The results of the control stage (low level 8.1%, average 47.3%, high 44.6% of children) convincingly demonstrate the effectiveness of using collective activities in speech development (χ2 = 96.813; p < 0.01). Discussion and conclusion. The toolkit chosen for collecting primary information was shown to be of sufficient quality. The study showed the effectiveness of using active social and psychological education methods (in particular, Olympiads, creative workshops, creative weeks, collective creative activities) by teachers of pre-school educational organizations and primary school teachers to develop children's speech. An important condition for the development of speech in children of older preschool and primary school age is using collective activities, insufficiently studied in Russia and abroad, in the pedagogical process.

scholarly journals Effects of holistic socialization-individualization of preschool children with severe speech impairments in sports and health-improving activities

2020 ◽  
Vol 47 (5) ◽  
pp. 246-257
Author(s):  
Karina E. Panasenko ◽  
◽  
Lyudmila N. Voloshina ◽  
Lyudmila V. Shinkareva ◽  
Olga G. Galimskaya ◽  
...  
Keyword(s):  
Preschool Children ◽  
Normal Level ◽  
Motor Coordination ◽  
Research Problem ◽  
Speech Disorders ◽  
Speech Development ◽  
Theoretical Research ◽  
Pedagogical Practice ◽  
Speech Impairments ◽  
Special Educational Needs

The urgency of this problem is due, on the one hand, to the need to include children with severe speech impairments in the educational space of Childhood, taking into account their special educational needs, on the other hand, to the need to shift the emphasis both in theoretical research and pedagogical practice towards ensuring the integrity of socialization-individualization. The research purpose was to identify and assess the effects of holistic socialization-individualization of preschoolers with severe speech impairments in sports and health-improving activities. The experimental study involved 100 senior preschool children with a normal level of speech development and 100 senior preschool children with severe speech impairments attending preschool educational institutions in Belgorod and the Belgorod region (Russian Federation). Theoretical (analysis of literary scientific sources), empirical (pedagogical experiment (ascertaining stage), testing) research methods, as well as methods of mathematical statistics (Student’s t-test, Fisher’s φ-test) were used. The study and assessment of the effects of holistic socialization-individualization of senior preschool children with severe speech impairments in sports and health-improving activities were carried out in the following fields – communication, self-awareness, activity. During the study, statistically valid differences were obtained in the level of self-esteem of preschool children (φemp=2.595 > φcrit=2.31 with p<0.01); self-assessment by parameter “Strong” (φemp=2.574 > φcrit=2.31 with p<0.01), “Fast” (φemp=2.715 > φcrit=2.31 with p<0.01), “Accuracy” (φemp=2.567 > φcrit=2.31 with p<0.01), “Dexterous” (φemp=2.56 > φcrit=2.31 with p<0.01), “Flexibility” (φemp=2.85 > φcrit=2.31 with p<0.01); by the level of anxiety (φemp=2.517 > φcrit=2.31 with p<0.01). The assessment of motor abilities (motor-coordination, speed-power, strength, flexibility, accuracy, endurance) of senior preschool children made it possible to reveal statistically valid differences between the data of children with a normal level of speech development and children with severe speech disorders (p<0.05). The obtained research results confirm the data presented in the works of domestic and foreign scientists, and the need to substantiate the use of the potential of sports and health-improving activity in solving the research problem.

scholarly journals Pedagogical kinesiology in correctional work with preschool children with various disabilities

2020 ◽  
Vol 26 ◽  
pp. 00050
Author(s):  
Inna Lukyanova ◽  
Nadezhda Loshakova ◽  
Evgeniy Sigida ◽  
Svetlana Utenkova ◽  
Farid Yunusov
Keyword(s):  
Preschool Children ◽  
Interpersonal Relationships ◽  
Speech Disorders ◽  
Communication Development ◽  
Number Of Children ◽  
Working Together

In recent years, there is a growing number of children with speech disorders, including General speech underdevelopment (GSU). GSU children have problems with communication, development, and difficulties in working together with their peers. The use of kinesiological exercises complex in correctional and developmental work with preschool children is effective for the development of coherent speech and optimization of interpersonal relationships in the children’s team.

scholarly journals Diagnostics of the Parameters of the Syllaborhythmic Speech Structure in Pre-School Children with Complex Disoders

2021 ◽  
Vol 6 ◽  
pp. 359-376
Author(s):  
Nataliia Babych ◽  
Kateryna Tychyna
Keyword(s):  
Preschool Children ◽  
Language Development ◽  
Structural Complexity ◽  
Multiple Disabilities ◽  
Rhythmic Movement ◽  
Speech Disorders ◽  
Speech Development ◽  
Targeted Interventions ◽  
Diagnostic Unit ◽  
Sensory Motor

A child’s language development is one of the main factors of the personal formation. The level of personal development determines the formation of social and cognitive skills in children. Speech development disorders, in particular mastering of syntagmatic constructions with different structural complexity, complicates children’s communication with peers and adults and impedes written language development. The purpose of this study is to examine the basic parameters of the compositional rhythmic speech structure (movement, rhythm and space) and to determine its development level in preschool children with multiple disabilities (disabilities in sensory, motor and speech systems). In order to examine these parameters a special technique consisting of four diagnostic units (“rhythmic movement”, “rhythmic space”, “rhythmic pronunciation” and “complex rhythm of speech”) was developed. First, an empirical study for each diagnostic unit was conducted, and the findings suggested that majority of preschool children with sensory, motor and speech disorders have underveloped compositional structure of speech, which requires further targeted interventions. The study found that preschool children with multiple disabilities have a reduced ability to pronounce words with different structural complexity, impaired perception of lexical units and a disturbed ability to perform dynamic and rhythmic serial movements, which indicates an insufficient level of motor, rhythmic and spatial skills development. Then, a correlation analysis was performed, the results of which indicate that the diagnostic units – “rhythmic movement”, “rhythmic space”, “rhythmic pronunciation” – are inextricably linked. When the skills assessed by the above-mentioned diagnostic units are developed, the skills, assessed by the “Complex rhythm of speech” diagnostic unit can begin their development as well. Determination of the child’s functioning level in each diagnostic unit will allow describing the effective strategies to influence parameters of compositional rhythmic speech in children with multiple disabilities based on potential capabilities and their maximal implementation in the speech therapy process.

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