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The relevance of the subject of the article. The article is devoted to the communication of children with speech disorders in an inclusive kindergarten. Staying in the environment of healthy children has a positive effect on socialization and the formation of communication skills in preschoolers with disabilities. But meanwhile, there may be a contradiction between the social conditions of preschool inclusion and the real opportunities for communication in some children. These contradictions affect children with speech disorders. These children, due to speech pathology, are not capable of full communication. Therefore, the problem of communication and socialization in preschoolers with speech disorders should be solved.

Description of the research progress. Studies on age periodization, according to which communication develops between preschoolers who do not have speech pathologies, are analyzed. The author of the article refers to the brain organization of speech and shows its systemic nature from the point of view of the participation of different brain areas. As a theoretical basis, two classifications of speech disorders are given in the article, with the help of which speech pathologies in childhood are studied; in the future, in accordance with this classification, according to the form of speech pathology, work is carried out to eliminate speech defects. The article has an interdisciplinary character and integrates psychology, pedagogy and speech therapy.

Research results. The work on speech correction begins with the diagnostic stage. Diagnostic examination, which establishes the state of active and passive speech in a child, is based on the position on the systemic structure of speech functions. The article shows that speech has a systemic structure – from elementary to the most complex forms. Speech therapy classes have different aims and structure, depending on the correctional focus on a particular speech defect. In addition to speech therapy classes, recommendations are given on the development of etiquette speech and on the formation of communication skills within the framework of a role-playing game and theatricalization.

Conclusion. Working in a kindergarten to restore speech reduces the “risk zone” for socialization. With sufficient communication, children acquire the possibility of full inclusion in the peer environment.

This article describes the development of the system of special schools and preschools Russia towards the deepening of differentiation in accordance with an important principle of modern pedagogy – the achievement of the highest possible individualization in education. Unfolded in recent years, the integration of disabled children into regular educational institutions, particularly in the form of inclusion, is directly opposite this principle of pedagogy and ignores the patterns of mental activity in disabled children. It is also amazing that the realization of this integration was brought in by non-experts, showing a lack of understanding of these laws/patterns: through the introduction of inclusion they ruined the inclusive education of children with impaired speech, who, studying in a regular school, had received speech therapy in school speech therapy centers. Data is provided on the 35 year long experience of implementing integration in the US and the 30 year experience in the UK. In both countries there is no consensus among experts on the feasibility of integration, especially in the form of inclusion. A disabled child in a regular school loses most of the funds and conditions, which provide special education, while he, wherever he studies, remains the object of special education. There is no conclusive research that would prove that even one of the claimed benefits of inclusion has been achieved. Moreover, increasing attention to the adaptation of textbooks convinces us that the basic idea of inclusion – the education of a disabled child in the same class with normally developing children, and the same curriculum and the same textbooks for most disabled children – is untenable.

The article shows how educators and instructors can utilize technology in physical training and sports during the pre-school educational process. It describes content and forms of information support for the development of cognitive performance in senior preschoolers after implementing the partial program “Let’s go to play in the yard,” as part of the basic educational program, designed upon an initiative of participants in the educational process. The findings focus on the requirements of the Federal State Educational Standard for the integration of different types of children’s activities. The author highlights the characteristic for playing activities, and problem situations in terms of integration of cognitive and motor performance of preschoolers. The article demonstrates the research results of exploring short and operative memory, visual perception, and visual memory in the experimental senior preschooler group before and after the partial program module.

The article is devoted to the process of integration - a relatively new phenomenon in Russian pedagogy. It is noted that currently few steps towards uniting the various components of education – content of education, means and methods of training and education that would ensure the formation of a child’s coherent picture of the world – were made. Implementation of the Program of kindergarten and educational activities with children are made through special structural units - “educational areas”, which are according to a new Educational standard of Russia described as “certain lines of development and education of children”. The experience of the teachers of kindergarten № 1012 of Moscow in the sphere of ecological education of children in different age groups helped to integrate different activities for preschool children in the frame of the program “Young Ecologist”. An example of one class which presents the integration of various educational areas is described.

The article discusses the role of artistic and aesthetic education, one of the main educational and educational facets of work with children of preschool age. Aesthetic education is aimed at harmonization of the individual, adaptation within communication, cognitive and transformative attitude towards life. The result of the artistic and aesthetic development is development of the person who can recognize and transform the world, own life and lives of others according to the laws of beauty, spirituality and harmony. The authors emphasize that through the art child acquires special attitude towards reality. Aesthetic development in early childhood education can be incorporated into the educational process within different content. The article provides practical examples of working with preschool children, aimed at aesthetic development.

Background. Modern society places high demands on the level of language training of children, starting from an early age, which makes it relevant to search for effective methods of speech development and children’s awareness of the phenomena of language and speech. The problem of speech development in the process of speech education at the stage of preschool childhood involves a new consideration of the issues of children’s respect for their native language, which is due to the importance of mastering its national specifics, familiarization with the language as a national treasure. In addition, the development of semantics in speech contributes to the general intellectual development of children, laying the foundation for the subsequent development of more complex language structures and concepts.

Objective. To determine the optimal ways of forming the semantic aspect of speech development in the process of speech education of children in their seventh year of life.

Sample. The study involved 54 children aged 6–7 years (preparatory group for school), attending the preschool department of school No. 1517 in Moscow. The children were divided into two groups: experimental (1EG, 28 children) and control group (2EG, 24 children).

Methods. The diagnostics developed by O.S. Ushakova and V.I. Yashina (Ushakova, Yashina, 2023) were used to assess the level of proficiency in different aspects of speech. The associative experiment was conducted using the methodology developed by researchers at the Speech Development Laboratory of the Research Institute of Preschool Education (Ushakova, Strunina, 2004). The level of logical thinking development was revealed according to the methodology developed by psychologists at the Research Institute of Preschool Education of the Russian Academy of Education under the guidance of L.A. Venger (Diagnostics.., 1978). The level of speech development of older preschoolers was determined by the method of E.A. Smirnova (Smirnova, 1987).

Results. It has been experimentally proven that understanding the meaning of a word is a key moment in speech ontogenesis. To master the meaning of a word means to master the method of reflecting the essential features of an object (phenomenon) for a given society, fixed in the language. The study also shows that if the semantic aspect becomes the center of constructing a coherent statement (description, narration, reasoning), which develops in conjunction with solving all speech tasks in the curriculum, older preschoolers master the ability not only to correctly compose a coherent story, but also to competently construct any utterance. Russian language holidays play a special role in the development of linguistic and communicative abilities of older preschoolers (namely, this role is played by the semantic aspect of children’s speech development), which combine all speech problems and cultivate love and respect for the native language from early childhood.

Conclusions. The use of semantic content in the classroom has an impact on the speech and cognitive development of older preschool children. Without special training in the speech of children, even of the older preschool age, there is an inadequate use of semantic units in speech situations or in the construction of texts of any purpose under the influence of extralinguistic (non-linguistic) factors.