scholarly journals PECULIARITIES OF MOTOR AND SPEECH RHYTHMIC PROCESSES FORMATION IN CHILDREN OF SENIOR PRESCHOOL AGE WITH STUTTERING BY MEANS OF LOGORHYTHMIC EXERCISES

2020 ◽  
pp. 129-139
Author(s):  
Iryna Zhadlenko
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Speech Development ◽  
Preschool Age ◽  
Verbal Response ◽  
Scientific Article ◽  
Motor Speech ◽  
Speech Rhythm ◽  
Functional Aspects ◽  
Before And After

The scientific article proves that the functional aspects of motor-speech development in senior preschool children with stuttering are closely related to the basic morphofunctional provision of motor skills and speech, which involves activating the cerebral cortex, improving blood supply to the brain, restoring motor and articulatory innervation. By applying a multidisciplinary approach philosophical, psychophysiological, neurobiological, psychological and linguistic aspects of the nature of rhythm were highlighted. Comparative indicators of the level of motor and speech rhythm development were determined before and after performing logarithmic exercises. Theoretical and methodological analysis of the problem of motor and speech rhythms development in children of senior preschool age with stuttering confirmed the assumption about delayed rhythm development in children of this nosological group. The need for a comprehensive study of this issue was the driving force for carrying out the observational experiment, whose purpose was to study the peculiarities of the development of motor and speech rhythms in older preschool children with stuttering. In the process of analyzing the comparative characteristics of the levels of motor and verbal response in senior preschool children with stuttering, it was proved that these two processes develop simultaneously and are interdependent. The retardation of one process leads to the retardation of the other one, which affects the development of children's motor and verbal (speech) rhythm. Comparative characteristics of the formation levels of motor and verbal rhythms in senior preschool children with stuttering before and after correctional and developmental classes show that after performing correctional and developmental exercises there are no children with zero and low levels of reproduction, while medium and sufficient levels of motor reproduction and speech response prevail. This fact experimentally confirmed that the selected correctional and developmental work, conducting of speech therapy and logorhythmic classes aimed at the development of motor and verbal rhythms contributed to a significant improvement in the children’s results.

scholarly journals Teaching coherent descriptive speech to children of senior preschool age with speech underdevelopment problems

2020 ◽  
Vol 22 (4) ◽  
pp. 146-165
Author(s):  
L. G. Shadrina ◽  
O. V. Efimova
Keyword(s):  
Preschool Children ◽  
Research Methods ◽  
Speech Therapy ◽  
Preschool Education ◽  
Speech Disorders ◽  
Speech Development ◽  
Preschool Age ◽  
Practical Significance ◽  
Federal State ◽  
Systematic Analysis

Introduction. Today, one of the main requirements of the Federal State Educational Standard of Preschool Education is to ensure the speech development in children, which means mastering them of free, coherent dialogue and monologic speech skills as a means of communication with adults and peers. The indicators of successful speech development are skills to build different types of coherent statements. This requirement fully applies to children with minor speech delays. However, in modern speech therapy, the development of coherent speech is made dependent on the elimination of the shortcomings of unformed language structures and involves the use of reproductive techniques, including mainly constant repetitions of speech patterns. Children are simply asked to copy stereotypical schemes when making their own statements, but the attention is not paid to the process of formulating rules and peculiarities of description texts, the understanding of which is very important to be prepared for school. Thus, it is significantly important to revise well-established techniques to learn oral monologue speech when teaching children with serious speech disorders.The aim of the present article is to discuss the conditions for effective development of coherent descriptive speech in preschool children with speech underdevelopment problems.Methodology and research methods. The methodological framework of the research is based on the theory of speech activity and the theory of developmental education, as well as the systematic analysis of the peculiarities of verbal communication skills in children and modern ideas of correctional pedagogy about the structure of speech defects. In the course of the research, empirical research methods and a pedagogical experiment were employed.Results and scientific novelty. Children aged 5–6 years old (n = 60) with the logopedic report “general underdevelopment of speech of the 3 rd –4 th levels” took part in the experimental research. It was proved that it is necessary to teach preschool children with speech disorders not only to speak by analogy and model structures, but also to formulate detailed meaningful descriptive statements. The entry test demonstrated that most respondents have insufficient formation of coherent descriptive speech: 40% – medium level, 38% – low level. More than half of preschool children in the experimental group (53,6%) improved their results through the targeted and comprehensive correctional work, in the course of which they learned practical description skills. While working on description skills, children learned how to highlight and compare essential features of a subject, to combine individual phrases into a consistent message. The priority areas were identified in each speech task to ensure the greatest impact of its performance. The conducted classes influenced not only speech, but also cognitive development of children. Also, the classes stimulated children’s speech and thought activities, contributed to the activation of visual, auditory and tactile perception, memory, attention and observation.Practical significance. The research materials provide a new direction to determine the technologies for the development of coherent speech in children of senior preschool age with speech underdevelopment.

Osteopathic correction of somatic dysfunctions in preschool children with delayed speech development

2020 ◽  
pp. 54-61 ◽  
Author(s):  
E. V. Abramova ◽  
I. A. Aptekar
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Randomized Study ◽  
Speech Disorders ◽  
Main Group ◽  
Speech Development ◽  
Preschool Age ◽  
Control Group ◽  
Preschool Period ◽  
Head Neck

Introduction. Speech disorders are currently observed in an average of 30 % of children of the fi rst grade of school. It means that objectively during the preschool period, one third of the entire population of children have speech function that does not reach the norm and requires additional correction by specialists. In recent years birth injury has been considered one of the possible reasons for the high frequency of speech disorders. As practice shows, the possibilities of drug therapy for children with speech disorders are very limited. That is why it is relevant to expand non-drug methods for the restoration of speech functions. The goal of research — to justify the use of osteopathic correction of somatic dysfunctions in order to improve sound pronunciation in preschool children.Materials and methods. In the period from 2012 to 2018, a prospective controlled randomized study was performed on the basis of Tyumen Institute of Manual Medicine. The work is based on the results of examination and treatment of 98 preschool children with delayed speech development. 18 people were excluded from the study in accordance with exclusion criteria. Depending on the treatment method used, all patients were divided by simple randomization using the envelope method into two comparable groups (main and control) of 40 people. Patients of both groups underwent a complete speech therapy correction and training course, which included individual lessons. Patients of the main group underwent the same speech therapy, as well as the osteopathic treatment in accordance with the developed algorithm. All patients underwent osteopathic examination and a combined assessment of the severity of speech disorders before and after the treatment.Results. The study showed that the presence of global, regional and local somatic dysfunctions was typical for children of preschool age with a delay in speech development. Somatic dysfunctions of head, neck and thoracic regions were most often observed. In the course of the treatment, patients of the main group showed a statistically significant decrease in the frequency of detection of somatic dysfunctions of head, neck, and thoracic regions, of local somatic dysfunctions of the cranial sutures and the thoracoabdominal diaphragm (p<0,05). In patients of the control group, there was no statistically significant decrease in the number of somatic dysfunctions. In children with impaired speech development who underwent complex therapy, which included osteopathic correction and individual lessons with a speech therapist, there was a significant decrease in the severity of speech disorders compared with patients of the control group (p<0,00001).Conclusion. Osteopathic correction of somatic dysfunctions (with a certain sequence of techniques aimed to treat connective tissue disorders, including decompression, elimination of edema and hypoxia in children with delayed speech development), allows to achieve a statistically signifi cant improvement in children′s condition compared with standard treatment.

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.

scholarly journals Use of the method for the formation of the concepts of size and shape in preschool children for clinical research

2020 ◽  
Vol 10 (6) ◽  
pp. 45-52
Author(s):  
Dmitrii L. Tikhonravov ◽  
Vladislav B. Voitenkov ◽  
Inna U. Golubeva ◽  
Alexander P. Gerasimov ◽  
Artem Y. Pashkov
Keyword(s):  
Clinical Practice ◽  
Preschool Children ◽  
Brain Activity ◽  
Simultaneous Presentation ◽  
Speech Development ◽  
Preschool Age ◽  
Clinical Aspects ◽  
Healthy Children ◽  
Size And Shape ◽  
Higher Cognitive Functions

The goal of the present study was to test the method of forming or actualizing preverbal concepts in the conditions of an independent search for a task solution in order to use the method in clinical practice. The conditions of the absence of researchers instructions allow: 1) to compare in ontogenetic and clinical aspects; 2) to develop the skills of an independent search for solutions in problem situations; 3) to improve the creative potential of a child; 4) to develop the ability to achieve a goal. The advantage of using the preverbal concepts of size and shape is that this method can be applied to children of primary preschool age and children with a delay in speech development. To test the method, 7 healthy children of the middle preschool age (4-5-year-old children) were selected. The first task was to form or actualize the concept of a bigger or smaller size in children during the simultaneous presentation of 4 flat or volume geometrical figures. The second task was to form or actualize the concept of a flat or volumetric object among simultaneously presented 4 figures of the same size (small, medium or big). To get reward children should have chosen the figure, which was different from the other 3 ones in a trial during the formation of both the concepts. In the both tasks, we calculated the quantity of trials, which were needed for the single attainment or excess of the 70% level of the correct task performance per each type of learning. The behavioral results showed that the learning speeds during the formation of the concepts of the bigger/smaller size and flat/volumetric shape did not significantly differ from each other. It could be suggested that those concepts were equally important for the 4-5-year-old children. The study showed that the concept formation model is a convenient psychological method for testing the level of the development of the higher cognitive functions in participants and its use is possible in clinical practice with the parallel recording of the brain activity (EEG, evoked potentials etc.) in children in the process of their performing cognitive tasks. The described model is promising for identifying intellectual developmental delays in preschool children and can be used to test children with various cognitive abnormalities.

FORMATION OF SPEECH IN PRESCHOOL AGE AS A UNITY OF IMITATION AND CREATIVITY

2021 ◽  
Vol 23 (9) ◽  
pp. 20-26
Author(s):  
Pestereva T.N.
Keyword(s):  
Preschool Children ◽  
Children's Literature ◽  
Fairy Tale ◽  
Children’S Literature ◽  
Preschool Education ◽  
Speech Development ◽  
Preschool Age ◽  
Synthetic Activity ◽  
Federal State ◽  
Theoretical Substantiation

The study examines the aspect of the formation of speech in preschool children, as a unity of imitation and creativity. According to the Federal State Educational Standard of Preschool Education: «The speech development of children includes the possession of speech as a means of communication and culture; the enrichment of an active vocabulary; the development of coherent, grammatically correct dialogical and monological speech; the development of speech creativity; the development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, understanding by ear texts of various genres of children's literature; formation of sound analytical and synthetic activity as a prerequisite for literacy training» [3]. The «Concept of Preschool education» notes that «Imagination is the basis for the active participation of a child in various types of activities. It is included in the composition of already known forms of thinking (visual-effective, visual-figurative). On the basis of imagination, children develop the first manifestations of a creative attitude to reality» [4]. The article considers the views of teachers and methodologists on the speech development of preschool children. The method of speech development of preschool children is also described: the «Binomial fantasy» method. Binomial fantasies are used in two areas of the development of imagination and logic of thinking: - To generate ideas for new objects or the transformation of an existing object; - To get ideas for writing fairy-tale or fantastic stories (speech creation). The article reveals the algorithm of work according to the method, in accordance with two directions. The prospect of the research the theoretical substantiation of the unity of imitation and creativity in the formation of speech in preschool children.

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 Dialogical speech development among senior preschool children in the process of productive activities using workshop technologies

2020 ◽  
Vol 47 (5) ◽  
pp. 186-198
Author(s):  
Tatiana P. Bashlacheva ◽  
◽  
Svetlana V. Savinova ◽  
Lyudmila N. Vakhrusheva ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Educational Institution ◽  
Effective Means ◽  
Speech Development ◽  
Educational Process ◽  
Preschool Age ◽  
Joint Activities ◽  
Education Group ◽  
Oral Speech

The development of coherent dialogical speech is most effectively carried out in preschool age, since this period is favorable for the development of the ability to master oral speech. However, this problem is not always given due attention within the framework of the educational process of preschool institutions, the work is carried out mainly in special classes on speech development. Besides, in various types of organized educational activities, there are great opportunities for teaching dialogue to children, one of which may be a workshop. The empirical part of the work was carried out on a sample of 50 children from the pre-primary education group, at the age of 6-7 years attending the preschool educational institution "Kindergarten No. 26" in the city of Kirov (Kirov region, Russian Federation). For diagnosing their level of dialogic speech development, the methodology for identifying the level of development of dialogical communication skills by M.M. Alekseeva, V.I. Yashina; diagnostics of dialogical speech development in preschool children by A.V. Chulkova. The statistical analysis was carried out through mathematical statistics – Pearson’s test. On the basis of the data obtained, it was concluded that productive activity is an effective means of developing the dialogical speech of senior preschool children; speech skills and abilities include the ability to make contact; the ability to make a request for information; replication; possession of speech etiquette; communication emotionality; the ability to compose a dialogue. The effectiveness of workshops as a means of developing the dialogical speech of 6-7-year-old children can be ensured by creating the following conditions: providing children with the opportunity to conduct dialogues at all technological stages of the workshop; implementation of various forms of organizing children’s joint activities; providing children with the opportunity to organize exhibitions, presentations and playing around hand-made crafts. In the process of applying the technology, the possibilities of each stage of developing children’s speech skills should be taken into account. According to the results of the experimental group χ2emp=31.922, which exceeds the critical value, therefore, the discrepancies between the distributions are statistically valid. The prospect of the study is to study the development of children’s communication skills during the workshop.

scholarly journals Relationship between indicators of communication, self-esteem and interpersonal status of preschool children

2021 ◽  
Vol 2 (119) ◽  
pp. 96-103
Author(s):  
Svetlana V. Lautkina ◽  
◽  
Irina N. Selezneva ◽  
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Peer Group ◽  
Self Esteem ◽  
Speech Disorders ◽  
Speech Development ◽  
Preschool Age ◽  
Group Method ◽  
Main Research ◽  
Normal Speech

Communication, complex multidimensional education, begins its active development directly in preschool age. With the correct and timely development of communication, cognitive processes, emotional-volitional and motivational-need spheres, behavior, and the interpersonal status of the child are formed. The formation of communication skills is possible only with the timely full development of speech. The lower the state of speech, the more difficult it is for the child to organize and implement communication, and vice versa, the higher the level of formation of the communicative act, the more fully expressive speech develops. Difficulties in forming speech and communication affect self-esteem. Self-esteem as a phenomenon develops under the influence of the assessment of others. Self-esteem is the result of one's own activity, communication, behavior, activities, experiences of a preschooler. The inability of a preschooler to implement verbal communication in a peer group leads to deformations in the development of personality and interpersonal interaction, reduces his social status, and leads to his isolation from other members of the team. Summarizing the above, we have set a goal – to study the relationship between indicators of communication, selfesteem and interpersonal status in preschool children. The main research method is the contrast group method. Empirical study was carried out in groups of preschoolers – with normal speech development and with speech disorders («General speech underdevelopment (GSU) level III» according to R. Levina's classification). The results of the study showed that the level of communication formation in the group of preschoolers with speech disorders is lower than inthe group of children with normal speech development. The lag in the formation of communication skills is represented by a number of indicators: «interest in a peer», «sensitivity», «prosocial actions», «means of communication», «active speech». Low self-esteem was found only in the group of children with speech impairments. There were no differences in the level of the sociometric status between children of both groups.

scholarly journals FEATURES OF THE DEVELOPMENT OF THINKING ACTIVITY IN PRESCHOOLERS WITH SPEECH IMPAIRMENT

2021 ◽  
Vol 7 (4) ◽  
pp. 51-60
Author(s):  
Elena Kolchik ◽  
Vladislava Ushakova
Keyword(s):  
Preschool Children ◽  
Cognitive Processes ◽  
Speech Therapy ◽  
Speech Development ◽  
Mental Activity ◽  
Thought Processes ◽  
Speech Impairment ◽  
Distinctive Features ◽  
Cause And Effect ◽  
Normal Speech

The article is devoted to the problem of the development of cognitive processes, namely, mental activity, in older preschoolers with general speech underdevelopment. The study involved 300 older preschoolers (155 boys and 145 girls), of whom 150 preschoolers with general speech underdevelopment, studying in speech therapy groups, and 150 preschoolers with normal speech development, average age 5,5 years. The distinctive features of the development of thought processes in preschoolers with general speech underdevelopment in comparison with children with normal speech development have been identified and analyzed. The degree of formation of the ability to generalize and highlight significant features, build logical connections and identify cause-and-effect relationships in preschoolers has been determined. The prevailing types of thinking in preschool children have been revealed.

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