Article introduces a common approach to the assessment of early speech development of the child. The presented approach is based on a complex investigation of the development of the child of the first year of life. Evaluation of pre-speech and preverbal abilities of the child is carried out in accordance with characteristics of his/her mental and motor development, as well as characteristics of the interaction between close adults and the child.
The paper presents a structured scheme of logopedic examination of the child of the first year of life, including information on early speech and psychomotor development of the child, assessment of the structure and functioning of the articulation organs, prerequisites for formation of active speech and speech understanding, emotional and personal interaction between close adults and the child.
The article contains possible options of the speech therapist opinion letter concerning pre-speech and preverbal development of the child of the first year of life. It presents possible wordings of the speech therapist opinion letter reflecting different variants of the prerequisites for speech development of the child of the first year of life, including various kinds of delayed speech development.
The article presents a methodology of identifying of significant irritants for dooking, cooing and babble stimulation in the child of the first year of life, based on tactile, visual and sound irritants and their combinations.
The authors offer pedagogical methods of hearing examination of children of the first year of life based on the registration of unconditional orientation responses to high-, medium- and low-frequency sound toys and voice of conversational and whisper intensity. There are also discussed special features of infants examination in different periods of early childhood: 0-3, 3-6, 6-12 months. Indicators of the child's hearing within his/her age norm, as well as a questionnaire for parents are also presented.
Method of Pedagogical Examination of Hearing in Children of the First Year of Life with Hearing ImpairmentThe article presents pedagogical methods of hearing examination of children of the first year of life with suspected hearing loss, based on the detection of unconditional orientation responses. As sound stimuli there were used high-, medium- and low-frequency sound toys, voice of conversational and increased intensity, whisper and a modulated audiometer signal. The proposed method allows identifying four levels of hearing loss: hearing within the age norm, hearing impairment, profound hearing impairment and deafness.
The paper analyzes in detail early signs of trouble in the affective development of the child. There are described, in particular, features of attachment behavior of children with emerging autistic development, their specific relationship with sensory environment. Affective development of the autistic child is analyzed in comparison with healthy development of the baby of first and second years of life.