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.

Experimental Method For Developing And Correcting Figurative Speech Among Visually Impaired Primary School Age Children

2020 ◽  
Vol 7 (2) ◽  
pp. 58-63
Author(s):  
Svitlana Fedorenko ◽  
Marina Polykovski
Keyword(s):  
Primary School ◽  
Experimental Method ◽  
Visually Impaired ◽  
Speech Development ◽  
School Age Children ◽  
School Age ◽  
Primary Schoolchildren ◽  
Figurative Speech ◽  
Primary School Age ◽  
Impaired Children

The article presents special methodology for developing figurative speech, which has a compensatory value among primary schoolchildren, with reduced vision. The complexity of the figurative speech understanding process and the need for developing it among visually impaired children was specified by the scientists, Litvak (2006), Sineva (2008), Fedorenko (2015). The principles (general didactic, linguo-didactic, and special) and the main tasks for developing and correcting each figurative speech component among younger vision-impaired learners are defined as follows: cognitive (development of the visual-figurative basis of speech); emotional (the development of speech expressiveness and the emotional-sensory sphere) and creative-practical (formation of skills and abilities for using the exponents of imagery in speech proficiently, the development of skills for active work with words). The directions of correctional work for each figurative speech component are described. The results obtained by implementing the experimental method indicated positive dynamism in figurative speech development among younger vision-impaired learners in the experimental classes for all the components established in the experimental study, pointing to the effectiveness of the proposed work method on their formation and correction. It was stated that vision impaired children are able to understand and explain the essence of imagery expression, which is available to pupils of primary school age; expressively read and talk about their feelings and emotions from the read literary text; use the means of imagery in their own speech consciously and appropriately, with special pedagogical guidance.

scholarly journals System of Psychological and Pedagogical Support of Children with Severe Speech Disorders

2019 ◽  
Vol 4 (4) ◽  
pp. 53-61
Author(s):  
O.V. Mikhailova
Keyword(s):  
Physical Education ◽  
Secondary Schools ◽  
Primary School ◽  
Speech Disorders ◽  
Educational Process ◽  
School Age ◽  
Pedagogical Competence ◽  
Speech Therapist ◽  
Primary School Age

The article gives an example of the system of psychological and pedagogical support of children of preschool and primary school age with severe speech disorders in the conditions of “Adaptive school — kindergarten No. 292” of Omsk. Psychological-medical-pedagogical consultation is the link that allows you to track the dynamics and effectiveness of the adaptive institution specialists. The goals of psychological and pedagogical support are named, the main stages of psychological and pedagogical support of a child with severe speech disorders in the educational process are revealed. The example of interaction of the teacherpsychologist with the teacher-the speech therapist, the musical specialist, the instructor on physical education is given. The example of building a system of work of the institution clearly shows the need for interaction of all specialists of the institution in order to prepare children for education in secondary schools. Special attention is paid to work with parents and teachers to improve the psychological and pedagogical competence of all participants in the educational process.

scholarly journals Development of Skills for Analysis of Artwork in Children of Preschool and Primary School Age

2021 ◽  
Vol 16 (2) ◽  
pp. 59-69
Author(s):  
Ulzytueva Alexandra I. ◽  
◽  
Kurganskaya Alla V. ◽  
Keyword(s):  
General Education ◽  
Primary School ◽  
Federal State ◽  
School Age ◽  
Educational Organizations ◽  
Educational Standard ◽  
Works Of Art ◽  
Methods And Techniques ◽  
State Educational ◽  
Primary School Age

The article updates the problem of developing the skills of analyzing a work of art in children of preschool and primary school age. The article defines the significance of the analysis of works of fiction in solving the problems of introducing children to book culture, forming interest in reading children’s literature. The solution of the indicated problems is possible when teachers of preschool and primary general education have methodological competence, manifested in knowledge of the features of works of folklore and fiction, in the ability to analyze them. In order to identify the formation of methodological competence, teachers of preschool educational organizations and secondary schools were offered questionnaires, the results of the questionnaire are presented in the article. It was revealed that teachers realize the importance of analyzing works of art, know the methods and techniques of analyzing works, explaining words unfamiliar to children, are able to formulate questions that reveal an understanding of the content of the work, etc. However, it is not always correct to determine at what stage of acquaintance with an art work it is appropriate to ask questions of a different nature, focused on a deep analysis of the work. The analysis of teacher questionnaires and the direct monitoring of the educational activities of children and teachers in preschool educational organizations and schools indicate the need for systematic and systematic work to increase the methodological competence of primary school teachers and teachers in the field of analysis of works of art. Keywords: analysis of artistic work, children of preschool and primary school age, methodological competence, methods and techniques of analysis of artistic work, federal state educational standard of preschool education, federal state educational standard of primary general education

Assessment and screening the risk of dental caries in children in the rural municipality.

10.12737/7382 ◽  
2014 ◽  
Vol 8 (1) ◽  
pp. 0-0
Author(s):  
Русанова ◽  
T. Rusanova ◽  
Юденкова ◽  
S. Yudenkova ◽  
Куралесина ◽  
...  
Keyword(s):  
Dental Caries ◽  
Primary School ◽  
Periodontal Diseases ◽  
Sharp Decrease ◽  
Screening Tests ◽  
School Age ◽  
Rural Municipality ◽  
Number Of Children ◽  
Prevention Programmes ◽  
Primary School Age

The purpose of research: development and evaluation of the effectiveness of methods for assessing and forecasting risk of occurrence and development of dental caries in children of primary school age in the rural municipality. Materials and methods: In accordance with the purpose and tasks we undertook a study of the prevalence and intensity of caries in children of primary school age in the rural municipality. Conclusions: the study of the question of forecasting and assessing the risk of caries in children is a problem, because on the basis of these data, you can define the means-tested child population in the therapeutic and prophylactic activities, calculate the necessary amount of dental care, evaluate the effectiveness of preventive and treatment activities. Effectiveness of screening (prediction) programs can be demonstrated by conducting a randomized studies that have evaluated all available results. The value of screening also depends on adequate screening tests, the accuracy of the test is determined by its sensitivity and specificity. The introduction of prevention programmes leads to a sharp decrease in the intensity of dental caries and periodontal diseases, significant reduction of cases of tooth loss at a young age and increase of the number of children and adolescents from intact teeth.

scholarly journals DEVELOPMENT OF POLYMODAL PERCEPTION IN CHILDREN WITH DISABILITIES IN THE CONTEXT OF INCLUSION

2020 ◽  
Vol 14 (4) ◽  
pp. 775-790
Author(s):  
I. Ju. Murashova ◽  
◽  
V. I. Nodelman ◽  
Keyword(s):  
Mental Retardation ◽  
Primary School ◽  
Children With Disabilities ◽  
General Pattern ◽  
Experimental Studies ◽  
Speech Disorders ◽  
Educational Process ◽  
School Age ◽  
Scientific Publications ◽  
Primary School Age

Introduction: The search for ways to improve the effectiveness of correctional work in the context of inclusion through the development of polymodal perception is relevant in special psychology and pedagogy. Most often, inclusive education covers students with severe speech disorders (SSD) and mental retardation (MR). The disadvantages of the polymodal perception in these categories of children are noted by various researchers, whose recommendations relate mainly to differentiated special education. The paper aims to analyze and generalize scientific ideas about the problem of developing polymodal perception in 6-11-year-old children with SSD and MR and offer adequate approaches to solving it in terms of inclusion. Materials and methods: The research relies on scientific publications made by the author as well as the studies by other scientists covering experimental studies of the sensory-perceptual sphere of a person in various age ranges. General scientific and comparative-historical methods were used to fulfill the objectives set. Results of the study: The negative characteristics of the individual structure of polymodal perception in children with disabilities with preserved intelligence of senior preschool and primary school age, which were identified in various studies, are analyzed and generalized. The findings reveal a general pattern, which lies in the fact that students with SSD and MR in an age range of 6-11 years often show shortcomings of polymodal (joint, interconnected) perception, despite conventionally healthy visual, auditory, and tactile-kinesthetic (sensory-motor) analyzers, when medical and other individual examinations do not find significant pathologies in their functioning. These shortcomings cause inadequate processing of received information and reduce the quality of the educational process. A multisensory method of providing educational information is proposed, which most fully implements the principle of maximum reliance on polymodal afferentations, which facilitates the perception of program content and at the same time contributes to its improvement in children with disabilities. The paper shows the possibilities of using this method in the inclusive educational process. Conclusion: This paper can be useful to special psychologists, speech therapists, speech pathologists, and other teachers who work with children of senior preschool and primary school age with SSD and MR. Keywords: Polymodal perception, severe speech disorders (SSD), mental retardation (MR), multisensory method of information delivery, systemic speech disorders, speech therapy conclusion.

scholarly journals FORMATION OF THE COMMUNICATIVE SPEECH SKILLS FOR PRIMARY SCHOOL AGE CHILDREN IN THE CONDITIONS OF INCLUSIVE EDUCATION

2021 ◽  
pp. 171-182
Author(s):  
Volodymyr Holub ◽  
Nadiia Holub
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
Educational Needs ◽  
Speech Development ◽  
School Age Children ◽  
School Age ◽  
Special Educational Needs ◽  
The World ◽  
The Subject ◽  
Primary School Age

The state of the problem under study in the psychological and methodological literature is analyzed in the article. The content of the definitions: “communicative skills”, “communicative-speech skills” and “communicative-speech development” has been clarified. The developmental features of communication and speech skills for primary school children in inclusive educational conditions are considered. The methodological techniques for the formation and development of communicative-speech skills in inclusive classes of elementary school are determined.Effective types of corrective assistance for children with special educational needs in the lessons of the subject “I explore the world”are the actualization of the motive of communicative action, the creation of emotional play situations, the organization of attention and increased speech control, and a decrease of the volume and the rate of work. For children of primary school age with special educational needs, long-term types of assistance are advisable for the formation of arbitrary forms of communication activity.In order to develop communicative speech skills, it is recommended to use in classrooms such methodological techniques as working with a terms dictionary, explaining the meaning of concepts, introducing new terms into one’s own statements, analyzing natural objects, composing stories on a given topic using the studied concepts.Organizational forms and methodological techniques for the formation of communicative speech skills are analyzed – a system of differentiated tasks, conversations based on illustrative material, role-playing games, group work, research projects, excursions, multimedia methods etc. The pedagogical conditions for the formation of communicative speech skills for primary school age children in inclusive classes at the lessons of the subject “I explore the world” are determined and characterized.In order to develop the communicative speech skills of schoolchildren studied in an inclusive learning environment, it is necessary to provide the early inclusion of primary schoolchildren with special educational needs in the process of systematic correctional and developmental work. Keywords: communicative speech skills, speech development, communicative speech development, inclusive education, inclusive class, special educational needs, pedagogical conditions, primary school age children, educational process.

scholarly journals Alice from the Tales of L. Carroll as a Character and Linguistic Personality

2020 ◽  
Vol 11 (1) ◽  
pp. 64-77
Author(s):  
Elena Nikolaevna Ryadchikova ◽  
Olga Aleksandrovna Kadilina ◽  
Ashhen Muradovna Balian
Keyword(s):  
Cognitive Processes ◽  
Speech Development ◽  
School Age Children ◽  
School Age ◽  
Speech Understanding ◽  
Communicative Skills ◽  
Literary Character ◽  
Linguistic Aspect ◽  
High Level ◽  
Primary School Age

The relevance of this work is determined by the importance of studying the problem of the child’s linguistic personality as a fiction character in a linguistic-pragmatic manner, from the writer’s linguistic personality intentions and characteristics perspective, and insufficient linguistic aspect knowledge of Lewis Carroll’s works about Alice’s adventures. The work substantiates the following: as opposed to the fact that, due to ontological characteristics, individual mental, psychological and physical development and personality growth, the degree of their language acquisition and communicative skills, primary school age children are usually weak or average linguistic personalities, while fiction characters of this age are able to meet the parameters of a strong linguistic personality. It has been established that the preferred, highly appreciated by L. Carroll qualities of a seven-year-old English girl are as follows: high level of cognitive-speech development, speech-cognitive processes, vocabulary, ability to communicate, reflect, draw conclusions, evaluate and express one's opinion in words, intelligence superior to the development of an average child of this age, as well as Alice’s internal qualities, manifested in her speech activity, taking into account not only speech peculiarities, but also themes and stylistics, communicational strategies and tactics, pragmatics, perception adequacy and the interlocutor’s speech understanding, influencing the opponent with the paralinguistic methods, psycho-emotional background of communication. These qualities make it possible to characterize a given linguistic personality of a literary character as strong. A number of Alice's qualities allow her to be considered as a national-cultural English type of personality.

scholarly journals Development of control over the behavior of younger schoolchildren with different socio-cultural affiliation

2020 ◽  
Vol 13 (1) ◽  
pp. 79-90
Author(s):  
A.V. Zhirkova
Keyword(s):  
Primary School ◽  
Behavioral Control ◽  
Family Relations ◽  
Self Regulation ◽  
Self Control ◽  
School Age ◽  
Cultural Affiliation ◽  
Neuropsychological Tasks ◽  
High Level ◽  
Primary School Age

The aim of this paper is to study the development of self-control abilities in children of primary school age. The main mechanisms for the formation of self-regulation of children of primary school age are revealed. Such concepts as self-regulation, self-control, processes of mental self-regulation, structural components of self-regulation, behavioral control, ethno-cultural characteristics and styles of family relations are analyzed. The main context of the study is the study of the development of behavioral control within the framework of child-parent relations among the families of the Northern nationalities. The article presents data on behavioral control in children from families with different ethnic and cultural affiliation. The children of primary school age from 129 families took part in the survey: 42 families of Evens living in the native territory of Yakutia, 43 families of the country’s rural area, 44 Russian-speaking families of the city of Yakutsk. The following methods were used: Wechler’s test Children’s version. Subtest 11 “Coding” and the technique “Voluntary control (control actions): neuropsychological tasks” A.R. Luria. It was found that children from urban families, in comparison with rural families and traditional life-style families, are more likely have a low level of cognitive control and control of actions, but a high level of control of actions is observed less often.

scholarly journals INTERDISCIPLINARY, MULTIDISCIPLINARY AND TRANSDISCIPLINARY RESEARCH STRATEGY FOR SPEECH DEVELOPMENT OF PRIMARY SCHOOL PUPILS WITH DISGRAPHY

2019 ◽  
Vol 2 (1(31)) ◽  
pp. 17-24
Author(s):  
Larisa Zhuravlova
Keyword(s):  
Primary School ◽  
Research Work ◽  
Research Strategy ◽  
Speech Development ◽  
Transdisciplinary Research ◽  
School Age ◽  
Primary School Pupils ◽  
Primary School Age

The article is related to the importance of an interdisciplinary, multidisciplinary and transdisciplinary strategy in teaching children of primary school age with dysgraphia. The research work also shows the relevance solving problems children’s complex diagnostics and correction of with dysgraphia using transdisciplinary, multidisciplinary and interdisciplinary researches strategy.

Sign in / Sign up

Export Citation Format

Share Document