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The relevance of the topic of the article. The problem of adaptation of younger preschoolers to the conditions of preschool education is one of the most urgent in connection with the importance of finding effective means to optimize the reduction of the period of habituation of young children to a new social situation.

The aim of the study is to describe an experimental study and the results of optimizing the adaptation of children of the 3rd and 4th years of life to the conditions of preschool education when using game exercises with elements of nonverbal communication.

Description of the research progress. According to the hypothesis, game exercises with elements of nonverbal communication contribute to the optimization and reduction of the period of adaptation of younger preschoolers to the conditions of preschool education. The empirical study involved 40 children of the 3rd and 4th years of life, divided into two groups: experimental (EG) and control (KG). The study was conducted in three stages: ascertaining diagnostics, developmental classes and control. During the assessment and control, modified observation maps were used to diagnose the peculiarities of the emotional state of children, including indicators of nonverbal behavior and communication of children. In developing classes with EG children, game exercises with elements of nonverbal communication were used, forming an address to a partner (peer, adult). 12 classes were held (15-20 min.) 3 times a week for a month. The results of both groups were compared with each other. Methods of mathematical statistics were used in the processing of quantitative data of psychological and pedagogical experiment.

The results of the study. Classes in the EG allowed to reduce the period of adaptation of children of the 3rd and 4th years of life to one month with the expected effect: the emotional background of the EG children became steadily positive, the level of play activity and interaction with peers increased.

Conclusion. The results confirmed the hypothesis and allowed us to clarify information about the differences in the development of children of the 3rd and 4th years of life due to the effects of experimental classes (in EG) and without it (in KG).

Background. Communicative and speech development of a child with autism spectrum disorders (ASD) is one of the primary tasks in working with non-speaking children, since their subsequent development, behavior, and well-being in society depend on their communication capabilities.

Objective. Formation of basic communication skills in non-speaking children by teaching reading using the global text perception method and subsequent mastering of printing on tablets or computers used as alternative and additional means of communication (AAC).

Sample. The study involved 3 non-verbal children with autism aged 5 years: 2 girls and 1 boy.

Methods. The following methods were used: the method “Global Reading” by G. Doman, methodological developments by L.G. Nuriyeva “Speech Development of Autistic Children”, PECS alternative communication system. The work was based on the principle of “from simple to complex”. To determine the level of development of children and to build a further plan for correctional work, speech therapy diagnostics were carried out using the first component of the VB-MAPP methodology “Assessment of Developmental Areas “ (listener behavior, request skill (mand), verbal speech, visual perception, echo skill). At each stage of training, an intermediate assessment of skills was carried out using pedagogical supervision and parent surveys.

Results. The children demonstrated positive dynamics in the formation of the ability to read whole words at once, bypassing the stage of syllabic analysis. Two of the three subjects showed the first signs of active sound speech in the form of repetitions of heard words (echolalia). One child began to spontaneously vocalize individual syllables, writing words by hand. In addition to improving reading skills, the project participants began to effectively apply the ability to type on electronic devices to solve everyday communication problems and express their own desires.

Conclusions. The method of sequential teaching of global reading, typing and dialogue skills has been shown to be an effective way to develop communication skills and intellectual abilities in children with ASD. It is assumed that a non-verbal child with autism will be able to fully express their thoughts using typing as an AAC.