scholarly journals EMOTIONAL-VOLITIONAL PECULIARITIES OF PRESCHOOL CHILDREN WITH DYSLALLIA

2021 ◽  
pp. 101-107
Author(s):  
I. Sulyatytskyy ◽  
A. Porokniava
Keyword(s):  
Preschool Children ◽  
Speech Disorders ◽  
Preschool Age ◽  
Complex Disorders ◽  
Maximum Effort ◽  
Atypical Development ◽  
Definition Of ◽  
Speech Research ◽  
The Relationship ◽  
Children's Speech

The article analyses a theoretical basis and empirical relationships between emotional-volitional sphere and children’s speech disorders (dyslallia). The article examines emotional-volitional sphere in preschool children with dyslallia and pre-school children with normal speech. Research results define the relationship between the level of development of the emotional-volitional sphere and speech disorders in preschool children. Also they reveal parameters of effective corrective methods of restoring normal emotional-volitional parameters preschool age dynamics. In this article it is noticed that in preschool age actively formed personality, so it is necessary to make a maximum effort to prevent and overcome negative phenomenon that accompany the development of personality even in early childhood, because the earlier the assistance was provided the better the results will be. In particular, it is said that the formation of speech is one of the most important components of harmonious child’s personality. Its atypical development can lead to incorrect pronunciation and, at more complex disorders, can lead disorders in many mental structures: thinking, memory, attention and emotional-volitional sphere, of course. In this article the authors had a goal to determine peculiarity of emotional-volitional sphere in preschool children with dyslallia. Among the tasks that must be performed to achieve the goal, the main ones are: theoretical analysis of scientific works on this issue; realization an empirical study of specifics emotional-volitional processes in pre- schooler with dyslallia and definition of relationships between the level of development of emotional-volitional sphere and speech disorders in preschool children.

scholarly journals Modern view of speech readiness for school of children of older preschool age with typical psychophysical development and speech disorders

2021 ◽  
pp. 31-35
Author(s):  
Olena Bielova
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
School Curriculum ◽  
Speech Disorders ◽  
Preschool Age ◽  
Lexical Norms ◽  
Speech Training ◽  
Definition Of ◽  
Special Complex

A theoretical review of modern scientific sources on the problem of "speech readiness" for the schooling of older preschool children with typical psychophysical development and speech disorders is presented. The aim of research: analysis of modern research on speech readiness for the schooling of older preschool children with typical and speech disorders. The objective of research was to substantiate scientific sources on the study of the terms "speech readiness" and "speech preparation" for school in older preschoolers; determination of components of speech readiness of children of older preschool age with speech disorders. It is established that there are different views on the definition of the terms "speech readiness" and "speech training". Speech readiness for the school includes children's mastery of grammatical, lexical norms of speech, enriched vocabulary, use in educational and everyday activities of various functions of speech; it is determined that speech readiness contributes to the process of speech preparation of the future student to master the school curriculum. Speech training involves general and special training. It was determined that the formation of basic intellectual, semiotic and regulatory components is necessary for the speech readiness of children with speech disorders, which are formed under the influence of a special complex of correctional and developmental speech therapy work. Based on the analysis of scientific sources, the components of speech readiness for the schooling of older preschool children with speech disorders were identified: cognitive is about understanding of the semantic constructions of language and speech; motivational is about understanding of social and cognitive motives of learning; the component of activity - active participation in various types of speech activity; emotional - verbalization of emotions and feelings

scholarly journals Formation of skills to create stories of different type in senior preschool children

2018 ◽  
pp. 111-119
Author(s):  
Alexander Savchin
Keyword(s):  
Preschool Children ◽  
Theoretical Analysis ◽  
School Environment ◽  
Preschool Age ◽  
Different Types ◽  
Definition Of ◽  
Main Definition

The article gives an analysis of problems of formation of skills in children of the senior preschool age to build stories of different types. On the basis of the theoretical analysis of psycho-pedagogical and special literature, based on the main definition of «building a story», a subordinate term is formulated in relation to the topic of the study: «building stories of different types» The psychological and pedagogical conditions of formation of sustainable skills of creation and expedient use of stories of different types in children of the senior preschool age are revealed and substantiated. The components, criteria, indicators and levels of formation of abilities to build a different type of narration in children of the sixth year of life are determined. The stages of formation of persistent skills for building different types of stories by senior preschoolers are singled out. The lack of effective pedagogical technologies in relation to the formation of skills in the children of the senior preschool age to build and expedient use of narration of comprehensive typing significantly reduces the effective preparation of children to school. The proposed pedagogical and motivational technology for the formation of children of the sixth year of a sustainable ability to create stories of various types provides the small person an effective communicative tool, which will definitely promote its self-realization both in school environment and in career, society, own life. The prospects for further research are outlined, such independent types of stories are presented as a story - an instruction and a story - a presentation.

Value Attitude to the Family as the Basis of Spiritually-Moral Formation of Personality

2019 ◽  
Vol 8 (2) ◽  
pp. 3-13
Author(s):  
Т. Серебрякова ◽  
T. Serebryakova ◽  
О. Казакова ◽  
O. Kazakova ◽  
А. Бурханова ◽  
...  
Keyword(s):  
Preschool Children ◽  
Moral Development ◽  
Preschool Age ◽  
Moral Formation ◽  
Affective Component ◽  
Cognitive Component ◽  
Whole Process ◽  
Decisive Importance ◽  
The Family ◽  
The Relationship

This article presents the results of empirical research focused on the study of the value attitude of children of middle preschool age to the family, which we consider as the basis of spiritual and moral formation of preschool children. It is the attitude to the closest adults, as objectively proved by the cultural and historical concept of L.S. Vygotsky's development, that has the most decisive importance for the effectiveness of the whole process of personal formation. Given that moral development is not only an important component, but also the indicator of the full development of personality (studies F.A. Akhmatova, Z.Y. Barysheva, B.M. BIM-Bada, E.V. Bondarev-skaya, T.I. Vlasova, V.I. Dodonov, A.V. Mudrik, N.D. Nikandrova, L.I. Novikova, E.G. Ossovskogo, V.G. Pryanikov, Z.I. Ravkin, I.N. Sisimskoj, G.N. Filonov and many other researchers), we believe that the moral standards of the relationship to their friends and family, and formed in the process of interaction with them in the framework of family education in the future, having become a habit, the child will carry and the rest of society. Based on the results of research, as the most important component components of the value relationship of preschool children to their loved ones, we have identified a cognitive component, suggesting the presence of children's systemic knowledge of the rules and regulations of interaction; affective component, the component that determines the modality of the child's emotions and determines the nature and direction of his attitude to close adults; behavioral component, which, in our opinion, is a specific integration of the first two, and an indicator of their level of development. Taking into account the selected component components of the value attitude of preschool children to their loved ones, we have developed and tested an experimental diagnostic program, objectively proved the existence of the relationship between the level of value attitude of children to their family members and their spiritual and moral development.

scholarly journals THE RELATIONSHIP OF NURSE KNOWLEDGE ABOUT THERAPEUTIC COMMUNICATION WITH IMPLEMENTATION OF THERAPEUTIC COMMUNICATION IN CHILDREN AGE OF PRASEKOLAH (6 YEARS) IN THE CARE ROOM 1 POLEWALI MANDAR RSUD

2018 ◽  
Vol 9 (2) ◽  
pp. 10-22
Author(s):  
Andan Firmansyah
Keyword(s):  
Preschool Children ◽  
Preschool Age ◽  
Communication Process ◽  
Service Improvement ◽  
Therapeutic Communication ◽  
Cross Sectional ◽  
Treatment Room ◽  
Bed Capacity ◽  
The Relationship ◽  
Nurse Knowledge

Background: Therapeutic communication is a way to foster therapeutic relationships between nurse-clients. In the communication process occurs the delivery of information, which can be used as an effective tool in providing nursing care to children. There are several possibilities of less successful therapeutic communication in children such as influenced by lack of knowledge of therapeutic communication, nurse attitude, education level, experience, environment, number of perceived power less and others. Treatment room 1 is a children's disease room with a bed capacity of 10 pieces with the number of preschool children as many as 18 people. According to Minister of Health Decree No. 262 year 2000 Ratio of number of beds with number of nurses in non-educational C type RS, 2 beds versus 3-4 nurses. Looking at the data on the number of nurses and the number of bed capacity in the treatment room 1 RSDU Polewali Mandar is very unbalanced, so the likelihood of successful therapeutic communication in children is reduced and can affect the knowledge and attitude of nurses in therapeutic communication in preschoolers. To overcome the problem one of them is by using effective therapeutic communication that will and is being done nursing actions such as digging perassaan, mind, behavioral changes so that will be able to solve psychological problems in preschool age children.The purpose of this study is to know the relationship nurse knowledge level about communication therapeutic with the implementation of therapeutic communication in 6-year-old preschool children in the treatment room 1 RSUD Polewali Mandar. with type of research using cross sectional study The population of this research is mother of balita which is in sub district of Matakali district Polewali Mandar with number 2389 mother of toddler. Sampling is done by total sampling method that is all nurses who work in treatment room I as much as 21 implementing nurses.wwwwwwThe results showed that there was a correlation between the level of nurse knowledge about therapeutic communication with the implementation of therapeutic communication in preschool age children (6 years) in the treatment room 1 RSUD Polewali Mandar. Means there is a tendency that the higher knowledge the better the implementation of therapeutic communication itself, especially in children with significant degree of significance p = 0.007> 0.05 means H1 is rejected and H0 received. Expected to the Public Hospital dareah Polewali Mandar In order to get the maximum service improvement, so that patients and visitors feel satisfied with the services provided.

scholarly journals Development of Cognitive Activity of Preschool Children: to the Problem Statement

2021 ◽  
Vol 16 (2) ◽  
pp. 6-13
Author(s):  
Akulova Olga V. ◽  
Keyword(s):  
Preschool Children ◽  
Cognitive Activity ◽  
Preschool Age ◽  
Activity Levels ◽  
Problem Statement ◽  
Educational Support ◽  
Definition Of ◽  
Search For Information ◽  
Children's Activities

The article deals with the interpretation of the “cognitive activity” concept. Based on the analysis of classical and modern studies, the author formulates the author’s definition of “cognitive activity of preschool children” as a motivational basis for children’s activities and research behavior; the quality of personality that affects the formation of initiative and independence in various types of activities; the condition for obtaining a higher result of activity and increasing the significance of the process of cognition for the child. The place of cognitive activity in the structure of children’s activities is shown. The system of cognitive activity of a preschooler is represented by two subsystems: the search for information and the use of experience in activities. The idea of the need to integrate the content of the knowledge areas for the initiation of cognitive activity of preschoolers is proved. Two types of cognitive activity of 3–7 years aged children are revealed: independent and initiated by an adult. The levels of preschool children`s cognitive activity are characterized: reproducing, heuristic, creative. The article substantiates the potential of three types variable educational routes technology using (“help”, “support”, “development assistance”) for building targeted support for the cognitive activity of preschool children. Keywords: cognitive activity, levels of cognitive activity, cognitive development, children of preschool age, preschool children activities, educational support, variable educational route

THE RELATIONSHIP OF MENTAL STATE, AGGRESSIVENESS AND ANXIETY IN PRESCHOOL CHILDREN DURING THE PERIOD OF RESPIRATORY DISEASES

2021 ◽  
Author(s):  
Зульфия Мухтаровна Гиниятова ◽  
Галина Фанилевна Тулитбаева ◽  
Камила Тасбулатовна Габдуллина
Keyword(s):  
Preschool Children ◽  
Empirical Study ◽  
Mental State ◽  
Respiratory Diseases ◽  
The State ◽  
Preschool Age ◽  
Relationship Of ◽  
The Relationship

Представлены данные эмпирического исследования взаимосвязи психического состояния, агрессивности и тревожности у дошкольников в период респираторных заболеваний. Всего в исследовании приняло участие 71 ребенок младшего дошкольного возраста. Средний возраст по выборке 3,5 лет. В ходе исследования обнаружена взаимосвязь состояния дошкольника и его тревожности и агрессивности. The article presents the data of an empirical study of the relationship between mental state, aggressiveness and anxiety in preschool children during the period of respiratory diseases. A total of 71 children of primary preschool age took part in the study. The average age of the sample is 3.5 years. In the course of the study, the relationship between the state of a preschooler and his anxiety and aggressiveness was found.

scholarly journals THE DEVELOPMENT OF COGNITIVE INDEPENDENCE IN CHILDREN OF PRESCHOOL AGE THROUGH CASE TECHNOLOGIES

2020 ◽  
Vol 68 (4) ◽  
pp. 191-199
Author(s):  
Z.D. Assanbayevа ◽  
◽  
Z.T. Taszhurekova ◽  
Keyword(s):  
Preschool Children ◽  
Scientific Research ◽  
Preschool Education ◽  
Diagnostic Techniques ◽  
Preschool Age ◽  
Mathematical Concepts ◽  
Case Technologies ◽  
Role Design ◽  
Main Components ◽  
Definition Of

The article reveals modern approaches to the concept of «cognitive independence» and defines the main components of the formation of cognitive independence in older preschool children.Based on the analysis of scientific research, the definition of «case technologies» as applied in a kindergarten is given. A model for the development of cognitive independence in older preschool children has been developed using case technologies. It defines the main goal and the underlying objectives arising from the goal. The content of the model presents the main typesof cases: photo cases, case illustrations, role design. The authors substantiated scientific approaches, principles, requirements for the use of case technologies in preschool education. Recommendations are given on the use of various types of case technologies in the classroom on fiction, the formation of elementary mathematical concepts and familiarization with the surrounding world. Shown are diagnostic techniques aimed at determining the level of cognitive independence in older preschool children.

scholarly journals Joint Attention and Sensitivity to Orienting Gaze in Children with Atypical Development

2020 ◽  
Vol 12 (1) ◽  
pp. 105-121
Author(s):  
Ya.K. Smirnova
Keyword(s):  
Joint Attention ◽  
Cognitive Abilities ◽  
Speech Disorders ◽  
Control Groups ◽  
Social Orienting ◽  
Mental Age ◽  
Age Related ◽  
Sensory Defect ◽  
Atypical Development ◽  
The Relationship

The article is devoted to the study of the relationship between the mechanism of joint attention and the subsequent normative and atypical development of the child. It is shown that the ability to establish joint attention based on the direction of the interlocutor's gaze is a precursor of the emergence of social and cognitive abilities. The study examined the differences between typical developmental children and atypical development control groups in their ability to be sensitive to social behavioral signals, namely the orientation direction of the interlocutor's gaze. On a sample of 120 children with typical development, mental retardation, hearing impairment, speech disorders and visual impairment, a number of tasks were developed to assess the ability to use the character's direction of sight in the picture to determine its intentions. The task measured such a skill of joint attention as the child’s ability to calculate and report what the other person was looking at and what he intended to choose. We also used tasks with a central hint with an explicit indication of an arrow and a peripheral hint to check the recognition of social and non-social orienting signals. Based on the comparison of contrasting groups, the variability of the formation and age-related changes in skills of joint attention, or rather the presence of differences in recognition, synthesis and interpretation orienting social information coming from eye contact. It was found that children with atpic development have a low level of "downward" joint attention. Impaired joint attention may be one of the earliest signs in children with atypical development at a later age. The results showed that deficiencies in the behavior of joint attention vary depending on mental age and level of development, a sensory defect, so the level of development can really affect the ability of children to joint attention.

scholarly journals PSYCHOLOGICAL FEATURES OF SHYNESS IN PRESCHOOL CHILDREN

2020 ◽  
pp. 10-14
Author(s):  
Oksana Bondarchuk
Keyword(s):  
Preschool Children ◽  
Negative Influence ◽  
Preschool Age ◽  
External Support ◽  
Psychological Characteristics ◽  
Volitional Behavior ◽  
Definition Of ◽  
High Level ◽  
Psychological Features

The article provides a theoretical and empirical analysis of the psychological characteristics of the manifestation of shyness in preschool children. Analyzed the scientists' views on understanding of the studied phenomenon, the classification of pathological and personal forms of manifestation of personality shyness is considered. The psychological characteristics of "internally" and "externally" shy preschoolers are characterized. The positive and negative influence of shyness on the mental development of a preschool child has been substantiated. Based on a theoretical analysis of psychological literature, has given its own definition of the concept of personal shyness of a preschooler. With the help of the conducted empirical research, the structural components of personal shyness in preschool children were identified. In preschool, shyness can take the form of "internal" or "external" introspection and stimulate the search for optimal ways to overcome negative experiences using primitive isolation, autistic fantasies, etc. In our opinion, shyness in preschool children is an integrated personal quality, which is a component of emotional and volitional behavior of the child and manifests itself in the form of low self-esteem, underdeveloped communication skills, fear, need for external support and intrapersonal conflicts. The components of the self-concept of a shy preschooler have their own specific features: behavioral is characterized by fear of novelty, insecurity, conformity, lack of initiative, neglect of joint play activities, etc .; affective-evaluative component – insecurity, anxiety, timidity, anxiety, loneliness, fear of social contacts, dependence on the assessments of others, emotional vulnerability to failure; the communicative component is characterized by silence, limitations, selectivity or avoidance of interaction, inability to maintain long-term contacts, express their own opinions, etc. The results of our observational experiment showed that the presence of indicators characteristic of a high level of personal shyness was found in 21.15% of preschool children, the average level of formation in 37.63% of subjects and a low level of shyness in preschool age was found in 41.22% of children.

scholarly journals Correction of serious speech disorders of preschool children taking into account electroencephalography indicators

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 60-66
Author(s):  
Larisa Arnautova ◽  
Olena Abakumenko
Keyword(s):  
Nervous System ◽  
Preschool Children ◽  
Speech Disorders ◽  
Necessary Condition ◽  
Age Related ◽  
Neurophysiological Mechanisms ◽  
Speech Therapist ◽  
Children's Speech ◽  
Electrical Activities ◽  
The Brain

All sustainable deviations of the speech system of the children with normacusis but without primary intellectual disabilities are severe speech disorders. Children need different types of correction depending on symptoms and etiology of speech disorders, the success of correction depends largely on the correct diagnosis. Currently, the choice of corrective programs aimed at the development of damaged brain structures is relevant nowadays. The purpose of the study is to determine the potential use of electroencephalography (EEG) indicators for early diagnosis of serious speech disorders and understanding of the correction activities and methods to be used in the work of a speech therapist. There have been many laboratory studies related to the functional activity of the brain but the electroencephalogram, as a means of diagnosing preschool children suffering from severe speech disorders, is becoming increasingly important. The EEG studies the regularities of the total electrical activity of the brain; The EEG is a method of graphical registration of the brain biopotentials, which allows analysing its physiological maturity and the presence of focal lesions, the nature of general brain disorders. The speech therapist studies activities only of the peripheral part of the speech apparatus, consequences caused by disorders of the central nervous system (CNS) of the brain, to be more precise. Thus, if the speech therapist has additional information about the function of the central parts of the brain when working with a child, this will help the specialist in choosing the most effective program for correcting disorders. Our research has shown that children’s speech disorders are not an only pathology, they are often combined with other disorders of the nervous system and child’s altered psycho-emotional status. The EEG analysis of the children suffering from speech disorders indicates the presence of pathological electrical activities of various degrees. This is consistent with the results of the studies dealing with higher mental functions which reveal their significant changes when having severe speech disorders. Understanding the neurophysiological mechanisms enabling the organisation of speech activities is a necessary condition for the development and application of adequate methods aimed at correcting speech disorders. The use of the electroencephalographic research reveals speech disorders by assessing the compliance of the electrical activities of the cerebral cortex and trunk with age-related norms. The study of the neurophysiological mechanisms that cause difficulties in developing children’s speech will help in the future to develop programs for special psychological and pedagogical correction.

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