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Relevance (context) of the topic of the article. Speech development is a key factor in the academic success of students. Reading and writing as types of speech activity are metalinguistic competencies that provide students of all levels of education with the assimilation of the content of academic disciplines, communication and influencing further socialization. Therefore, the issues of timely mass diagnostics of speech development disorders in modern children are becoming more relevant. The article examines the domestic and world experience in the diagnosis of speech disorders, including the use of screenings for assessing the risks of speech and psychological development; the changes in the system of dispensary speech therapy observation of children that have occurred in Russia over the past 10 years are analyzed, models of psychological and pedagogical support of children with speech disorders are described.

The aim of the article is to describe a model of a standardized two-stage speech screening procedure; to present the content of the first stage, the algorithm for its implementation and the analysis of the results of the primary approbation of the questionnaire for assessing speech development in 7-year-old children.

Description of the research progress. The study was conducted in 15 educational organizations in Moscow in 2020-2021. Based on modern ideas about the child’s speech development, a questionnaire was developed to assess speech development and tested in preschool groups with 686 children aged 7 years-7 years and 3 months. The main research methods are observation, questionnaire, methods of mathematical statistics.

The results of the study. A questionnaire for assessing the speech development of a 7-year-old child is presented, which allows identifying students who need logoscreening (stage 2) and differentiated help from a speech therapist teacher. Statistical data on speech disorders in this age group were obtained.

Conclusion. It is concluded that it is important to conduct two-stage speech screening in critical periods of development, and an algorithm for its testing is proposed. The advantages of the screening system for the selection of children in need of psychological and pedagogical support for the executive authorities in the field of education, educational organizations and the child are indicated. 

The article studies the peculiarities of the psychological and pedagogical support of a family in a kindergarten in conditions of distance learning. The time of self-isolation changes the approaches to, and ways of interaction between the preschool education system and parents, causes a need for specialists for proper feedback from a child’s family. The methods of theoretical analysis, expert assessments and analysis of the information obtained from the education system teachers’ chatrooms have shown that there are quite a large number of new, convenient and safe forms of work with parents and their children in a distance format. However the new reality has required from kindergarten teachers-psychologists new professional competences and skills of work in the sphere of using different gadgets, Internet technologies, communications, technical capabilities, form and time of the interaction of all participants in the education process. Many specialists are fearful of staying online for a long time, of technologies influence on health, fearful of being incompetent as a specialist in a new format of interaction, as well as of negative comments from parents and colleagues. The distant format of the psychological support of a family has uncovered organizational problems for teachers-psychologists, problems of readiness for performing this type of interaction, absence of skills to render psychological aid in an extreme and crisis situation, as well as presence of their own problems of self-isolation with their families. The support of teachers-psychologists of the education system in the Sverdlovsk Region assists specialists in the establishment of the distance-type document management, introduces a list of the Internet resources that are useful for work, and contains recommendations for efficient ways of optimization of the psychoemotional state. Each specialist’s efforts, personal contribution to the development of the distant learning system, constant learning and self-education help to raise the quality of distamt psychological support of preschool children’ families.

This article explores the development of a child in a heterogeneous social group. The communication process for preschoolers in a heterogeneous social environment contains potential risks for the origin and materialization of various communication difficulties that are related to negative affirmations, incomprehension, rejection, unwillingness to collaborate with partners that possess different characteristics (nationality, health, family setting, behaviour etc. ). Heterogeneity is contemplated not only as a risk factor but also as a resource for children’s socialization, development of toleration, social flexibility, mobility, and communication competencies. The findings of two series of studies are presented: The first series (n=120) highlighted communication difficulties and types of communication difficulties for preschoolers in a heterogeneous social environment in kindergarten; the second series created psychological and pedagogical conditions for the development of toleration as a basis of constructive interaction for children in a heterogeneous group. The following types of communication difficulties for children in a heterogeneous group were identified: hyperactive, shy, and hysterical. It is shown that every type has specific communication difficulties associated with a low level of toleranca development. The results of an educational experiment are presented. The experiment was aimed at supporting preschoolers in overcoming actual communication difficulties through the development of structural components of toleration. The psychological and pedagogical conditions of this process are well justified (to ensure the readiness of educators to train preschoolers to be tolerant and to involve preschoolers in creative activities to design and transform the educational circumstances which create a socially heterogeneous environment).