All articles

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.

In this issue of the journal, we present the international experience in the study of narratives in preschool children. The authors of the articles live and work in different European countries (Bulgaria, Poland, Finland, Sweden and Russia). All publications are grouped around the same topic of the story of children in a monolingual or bilingual situation.

Background. In modern inclusive education, the need to explore opportunities for preserving and strengthening the cognitive health of children with varying levels of speech development becomes particularly important. Special attention is paid to children with speech disorders who do not fall under the category of disabilities, but who experience difficulties in perceiving information and assimilating programs. Polymodal perception, being a basic cognitive function, is closely related to a child’s speech and mental development. It is important to note that older preschool age is the most favorable period for the correction of these processes due to the neuroplasticity of the brain. That is why the development of preventive and rehabilitation measures aimed at strengthening interanalytical connections and the integration of sensory modalities is becoming an important area for improving the quality of education and speech therapy.

Objective. The study examines the functional state of polymodal perception and the possibilities of its psycho-regulation in the educational process among older preschool children in an inclusive environment.

Sample. The study involved 349 children aged 6–7 from kindergartens in the Irkutsk region, with both typical and impaired speech development.

Methods. To assess speech and characterize speech development, a methodology based on the guidelines of O.B. Inshakova (Inshakova, 2022) was used. The diagnostics of polymodal perception by I.Yu. Murashova (Murashova, 2018) were applied, identifying the dominant modality, the degree of activity in non-dominant modalities, and the child’s functional individual profile of polymodal perception: Harmonious (sufficient interaction between dominant and subdominant modalities in the perception process, creating a complete polymodal image); Disharmonious-selective (with selective emphasis on the dominant modality); Disharmonious-inert (with fixation on the dominant modality).

Results. The study examined the features of polymodal perception in older preschoolers with different levels of speech development in inclusive education. At the ascertaining stage, disharmonies in the structure of perception were revealed, which served as the basis for the formative experiment. Experimental training was aimed at psychoregulation of perception through the creation of a special information environment without changing the program content. The essence of creating an information educational environment was that monomodal and multisensory methods of information presentation were used in the classroom instead of traditional verbal methods. The results of the control stage showed that without targeted impact, compensation for violations is weak. At the same time, the high effectiveness of rehabilitation measures aimed at strengthening children’s cognitive health through strengthening the integrative activity of sensory modalities has been proven.

Conclusions. Data were obtained on the holistic structure of polymodal perception in children aged 6–7, both under typical conditions and in cases of speech development pathogenesis. The developed approaches contribute to a more successful development of educational programs and increase the effectiveness of speech therapy. The study has important practical significance, since the proposed methods can be used in preschool educational institutions to support children with speech development problems.

Background. Modern educational approaches place significant emphasis on the continuity and consistency of learning, creating optimal conditions for children’s successful adaptation during the transition from preschool to primary education. The development of coherent speech is a key aspect of school readiness, as it fosters communication skills, cognitive development, and successful academic performance. Therefore, investigating pedagogical conditions that support continuity in the development of coherent speech is of particular importance for educators and parents seeking to ensure children’s effective development.

Objective. To develop, justify, and experimentally test pedagogical conditions for ensuring continuity in the development of coherent speech in older preschoolers and first-graders.

Sample. The study involved 200 parents of children aged 6-7, 150 preschool educators, 80 primary school teachers, 200 preschool students, and 58 first-grade pupils.

Methods. The study was conducted using a set of theoretical and empirical methods. For the theoretical understanding of the problem, analysis, synthesis, comparison and forecasting were used, as well as the study of literature from various fields. The empirical part included observation, monitoring of children’s issues, conversations with children, teachers and parents, surveys and analysis of documentation and educational resources. An important element was the pedagogical experiment, which made it possible to test hypotheses in real conditions. The data was processed using mathematical statistics and qualitative analysis methods, which ensured the reliability and scientific validity of the results obtained.

Results. Methodological recommendations for the continuous development of coherent monologic speech in older preschoolers and first-graders were developed. These include unified approaches to speech development, a consistent strategy based on principles of continuity, gradual complexity of material, and alignment of content, methods, and interconnections between speech development activities in preschool and primary school settings.

Conclusions. Continuity in the development of coherent speech in older preschoolers and first-graders is achieved through the following pedagogical conditions: regular assessment of current speech development levels; specialized didactic approaches; balanced development of all speech components with long-term progression in mind; implementation of evidence-based methodological recommendations tailored for both age groups.

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.

Background. The article highlights the problem of communication and socialization of older preschool children with severe speech impairments and with normal speech development, attending preparatory groups of combined kindergartens for school. In recent years, in kindergartens, groups of a combined orientation that are inclusive are increasingly functioning, which necessitates the search for effective ways of psychological and pedagogical work.

Objectives. The purpose of the work is to study the state of communication of preschoolers 6–7 years old with severe speech impairments in comparison with peers with normal speech development, in relation to indicators of their socialization in inclusive educational conditions.

Sample. In total, the study involved 60 children aged 6–7 years who attended preparatory groups of a combined orientation of Irkutsk kindergarten No. 153. Of these, 30 preschoolers had normal speech development and the same number with severe speech impairments.

Methods. The following methods were used in the study: “Studying communication and the nature of interpersonal relationships” (Aizman et al., 1994); the method of expert scale assessment of the development of social forms of behavior in older preschoolers by A.M. Shchetinina and L.V. Kirs (Shchetinina, 2000).

Results. It was found that children aged 6–7 years with speech disorders have significantly lower communication and socialization rates than their peers with normal speech ontogenesis. It was shown that studying the level of communication of preschool children can serve both as a reliable indicator of their preschool socialization and a basis for determining the conditions of psychological support for children with severe speech disorders in an inclusive environment.

Conclusions. Data were obtained on the communication of preschoolers studying in inclusive conditions. Firstly, the constant communication of 6–7-year-old children with normal speech development with peers with severe speech disorders in conditions of inclusion does not influence their communicative and social development. Secondly, despite the fact that severe speech disorders in children aged 6-7 years cause imperfection in the formation of communication skills and, in general, their socialization, an increase in the frequency of communication with peers has a positive effect on their social development for all preschoolers.

Relevance of the article. Studies aimed at studying the cognitive aspect of the development of language ability in preschoolers show that the center of the development of language ability is the semantic component that underlies the linguistic development of a preschool child, which includes not only expanding the vocabulary, but also educating children to pay attention to the content of the word, its semantics, enriching connections with other words, because in monologue speech, the meaning of a single word interacts with the semantics of the entire utterance. The formation of coherent monological speech is the central task of the speech development of a preschooler. The work on the meaning of the word, the expansion of the semantic field, the use of the associative principle of vocabulary assimilation, the formation of linguistic generalizations in the assimilation of the grammatical structure of speech develop in preschoolers the arbitrariness and awareness of speech, the ability to sel ect accurate and expressive means when constructing coherent utterances of different types. These provisions apply to mastering not only the native language, but also any other language.

The aim of the study. To summarize the results of research conducted for more than twenty years in the kindergarten No. 215 (then – the preschool department of school No. 324 in Moscow).

Progress of the study. The research conducted under the leadership of F.A. Sokhin, O.S. Ushakova, V.I. Yashina was aimed at developing the theory of language acquisition in preschool childhood, organically combining pedagogical, psychological and linguistic aspects in theoretical analysis and experiment. These studies have shown that children, starting from the younger preschool age, show great interest in language reality, “experiment” with words, create new words, focusing on both the semantic and grammatical side of the language. A necessary condition for their linguistic development is a gradual awareness of linguistic phenomena, i.e. the development of children’s metalanguage activity, which leads to a genuine mastery of the richness of the language.

The research results also showed that enriching the dictionary includes not only expanding its scope, but also educating children to pay attention to the content of the word, its semantics, clarifying the meanings of words, expanding the connections of the word with other words. Along with the semantic side of the word, the problem of lexical compatibility of words also plays an important role, which makes it possible to close the mastery of the semantics of the word with the development of coherent speech.

Conclusions. The formation of elementary awareness of the phenomena of language and speech is one of the most important tasks of both speech and linguistic development, starting fr om preschool age, therefore, we consider this aspect to be central in the initial development of a linguistic personality and understanding the meaning of a word, which is the basic unit of language and the basis of a child’s cognitive development, determines the essence of the development of his language ability.