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The article deals with the question of providing assistance to kindergarten children with severe speech disorders, in particular, with the mild form of dysarthria. Preschool educational organization may include children whose speech is slurred, gibberish, accelerated and inexpressive. These children refuse to recite poetry at matinees, and show a lack of motor dexterity at music and physical education lessons. Many children who suffer from obliterated dysarthria, have a poor command of self-service skills, they are often found to have fine motor skill disorders. Thus, the defect structure in the light form of dysarthria includes not only speech problems, but also those involving the psychological and motor speech basis. The mild case of dysarthria, which is mainly manifested in unintelligible speech in preschool years, becomes complicated by written language acquisition difficulties at school age. Many teachers regard these mistakes as errors due to inattention, but these errors stem from a speech disorder – obliterated dysarthria when children are observed to articulate speech sounds in an unclear or blurred way. All this prevents them from learning their school subjects successfully. At the same time, speech therapists and specialists, kindergarten teachers and parents are in a position to help a child with obliterated dysarthria as early as in his preschool period. They can eliminate the disturbances that hamper clear and distinct speech, and remove the preconditions for written speech disorders in children. The article examines questions of how to detect nonverbal disorders and to overcome them in a kindergarten.

This article discusses the spatial representations that are required to teach a child to count, write, draw, read – all the processes that are based on establishing relations between objects and phenomena, their sequence, and hence their spatial relationships. Spatial concepts are essential for the formation of higher mental functions: praxis, gnosis, speech and writing, memory and thinking. The complex mechanisms of spatial representations start to form in early childhood. Formation of spatial representations is related to the use of different systems of orientation in space (the visible and imaginary). Neuropsychology has always been a practical science. Authors offer a theoretically sound practice games and exercises that promote the formation and development of spatial representations, which can be useful for specialists and for parents of preschoolers.