scholarly journals Features of Construction of Grammatical Constructions Reflecting Spatial Relations by Preschool Children with General Speech Underdevelopment

2021 ◽  
Author(s):  
Anna Sergeevna Kharitonova ◽  
Natalia Iurevna Boriakova
Keyword(s):  
Preschool Children ◽  
Spatial Relations

scholarly journals SENIOR PRE-SCHOOL CHILDREN WITH GENERAL SPEECH UNDER-DEVELOPMENT: PERCEPTION AND UNDERSTANDING OF LOGICAL-GRAMMATICAL CONSTRUCTIONS

2020 ◽  
pp. 95-101
Author(s):  
Оксана Викторовна Дорошенко ◽  
Надежда Николаевна Васильева ◽  
Александра Владимировна Корнилова
Keyword(s):  
Preschool Children ◽  
Empirical Study ◽  
School Children ◽  
Spatial Relations ◽  
Time Sequence ◽  
Preschool Age ◽  
Development Patterns ◽  
Development Level ◽  
Grammatical Structures

Рассматривается проблема формирования логико-грамматических конструкций у детей старшего дошкольного возраста с общим недоразвитием речи. Использована комплексная методика, направленная на оценку восприятия и понимания простых флективных, прямых и обратных конструкций, выражающих пространственные отношения, временную последовательность, сравнительные и логические отношения. Результаты эмпирического исследования отражают закономерности развития детей дошкольного возраста и свидетельствуют о неравномерности формирования речемыслительной деятельности и понимания различных логико-грамматических конструкций старшими дошкольниками с ОНР (III уровня). The article is devoted to the formation of logical and grammatical constructions in children of preschool age with a general speech under-development. A complex technique was used in the work, aimed at assessing perception and understanding of simple inflectional, direct and inverse constructions expressing spatial relations, time sequence, comparative and logical relations. The results of the empirical study reflect the development patterns of preschool children, testify to the irregular formation of speech and thinking activity and understanding of various logical and grammatical structures in older preschoolers with general speech under-development (level III).

scholarly journals DEVELOPMENT LOGICO-MATHEMATICAL REPRESENTATIONS AND SKILLS IN PRESCHOOL CHILDREN IN THE PROCESS OF USING DENESH LOGICAL BLOCKS AND THE KEYZENER STICK

2020 ◽  
pp. 199-206
Author(s):  
Olena HNIZDILOVA ◽  
◽  
Olga GRISHKO ◽  
Lesya KLEVAKA ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Preschool Education ◽  
Spatial Relations ◽  
Pedagogical Practice ◽  
Mathematical Ideas ◽  
Joint Activities ◽  
Geometric Figures ◽  
Didactic Material ◽  
Mental Actions ◽  
Made In

Modern preschool education is based on a personality-oriented model. Mathematics occupies a leading place in solving the problem of development of logical and mathematical ideas and skills in preschool children. It sharpens the child's mind, develops flexibility of thinking, teaches logic. In the pedagogical practice of a modern preschool institution, Dienes' logical blocks and Kuizener's wands are actively used by modern educators. The teacher's work with this material significantly contributes to the development of children's logical and mathematical ideas and skills.The set of Dienes blocks consists of 48 geometric figures of different colors (red, blue, yellow), shape (round, square, triangular, rectangular), size (large, small), thickness (thick, thin). There are no two identical figures in the set, each characterized by the four properties mentionedabove. Together with the logical blocks in the work of the educator of the preschool institution, cards are used on which the properties of the blocks (color, shape, size, thickness) are conditionally determined. The use of cards allows children to develop the ability to substitute and model properties, the ability to encode and decode information about them. These properties and skills develop in the process of performing a variety of subject-game actions. In the process of working with Dienes blocks in the game, children not only consolidate ideas about geometric shapes, signs of objects, form mental actions, but also develop mental processes: thinking, memory, attention, imagination, speech.Kuizener's sticks are didactic material for the development of children's mathematical abilities. The set contains quadrangular sticks of 10 different colors and a length of 1 to 10 cm (this can usually be stripes). George Kuizener designed sticks so that sticks of the same length are made in the same color and denote a certain number. The greater the length of the stick, the greater the numerical value it expresses. Sticks allow you to translate practical external actions into the internal plan; to master spatial relations. Didactic material gives the chance to train kids in addition of number from units and two smaller numbers; learn to measure objects; learn arithmetic operations (addition, subtraction, division, multiplication); learn to divide the whole into parts; to bring them to the realization of the relations "less – more", "less by ... – more by ...".In working with Kuizener sticks, the spatial and quantitative characteristics are not as obvious to children as color, shape, size when working with Dienes blocks. But to open these characteristics will help the joint activities of an adult with a child.

Improved preservation of the otolithic membranes

1987 ◽  
Vol 45 ◽  
pp. 914-915
Author(s):  
G. M. Cohen ◽  
J. S. Grasso ◽  
M. L. Domeier ◽  
P. T. Mangonon
Keyword(s):  
Toluidine Blue ◽  
Potassium Phosphate ◽  
Vestibular Function ◽  
Spatial Relations ◽  
White Leghorn ◽  
Supporting Cells ◽  
Semithin Sections ◽  
Micromechanical Models ◽  
Soluble Components

Any explanation of vestibular micromechanics must include the roles of the otolithic and cupular membranes. However, micromechanical models of vestibular function have been hampered by unresolved questions about the microarchitectures of these membranes and their connections to stereocilia and supporting cells. Otolithic membranes are notoriously difficult to preserve because of severe shrinkage and loss of soluble components. We have empirically developed fixation procedures that reduce shrinkage artifacts and more accurately depict the spatial relations between the otolithic membranes and the ciliary bundles and supporting cells.We used White Leghorn chicks, ranging in age from newly hatched to one week. The inner ears were fixed for 3-24 h in 1.5-1.75% glutaraldehyde in 150 mM KCl, buffered with potassium phosphate, pH 7.3; when postfixed, it was for 30 min in 1% OsO4 alone or mixed with 1% K4Fe(CN)6. The otolithic organs (saccule, utricle, lagenar macula) were embedded in Araldite 502. Semithin sections (1 μ) were stained with toluidine blue.

ESEA Title III Project Design for Language-Handicapped Kindergarten and Preschool Children

1973 ◽  
Vol 4 (4) ◽  
pp. 174-181
Author(s):  
Marilyn J. Click ◽  
Jerrie K. Ueberle ◽  
Charles E. George
Keyword(s):  
Preschool Children ◽  
Project Design ◽  
Title Iii

The Elicitation of Vocal Responses From Preschool Children

1993 ◽  
Vol 24 (3) ◽  
pp. 146-150 ◽  
Author(s):  
Elizabeth Hyne Champley ◽  
Moya L. Andrews
Keyword(s):  
Preschool Children ◽  
Assessment Protocol ◽  
Vocal Responses

This article discusses the construction of tasks used to elicit vocal responses from preschool children. Procedures to elicit valid and reliable responses are proposed, and a sample assessment protocol is presented.

The Preschool Stuttering Screen for Health Care Professionals

2011 ◽  
Vol 21 (2) ◽  
pp. 59-62
Author(s):  
Joseph Donaher ◽  
Christina Deery ◽  
Sarah Vogel
Keyword(s):  
Risk Factors ◽  
Health Care ◽  
Differential Diagnosis ◽  
Preschool Children ◽  
Health Care Professionals ◽  
Healthcare Professionals ◽  
Evidence Based ◽  
Developmental Profile

Healthcare professionals require a thorough understanding of stuttering since they frequently play an important role in the identification and differential diagnosis of stuttering for preschool children. This paper introduces The Preschool Stuttering Screen for Healthcare Professionals (PSSHP) which highlights risk factors identified in the literature as being associated with persistent stuttering. By integrating the results of the checklist with a child’s developmental profile, healthcare professionals can make better-informed, evidence-based decisions for their patients.

Sharing Expository Texts with Preschool Children in Special Education

2015 ◽  
Vol 22 (3) ◽  
pp. 93-102 ◽  
Author(s):  
Allison Breit-Smith ◽  
Jamie Busch ◽  
Ying Guo
Keyword(s):  
Special Education ◽  
Preschool Children ◽  
Language Impairment ◽  
Listening Comprehension ◽  
Expository Texts ◽  
Speech Language Pathologists ◽  
Narrative Texts ◽  
Preschool Special Education ◽  
Limited Availability

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository texts offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between expository and narrative texts and describes how SLPs might use expository texts for targeting preschool children's goals related to listening comprehension, vocabulary, and syntactic relationships.

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