Speech development

The article discusses the approach of L.S. Vygotsky's student - R.E.Levina to the analysis of the speech development of children in normal and impaired. It is shown, how the Russian scientific school of defectology understands speech ontogenesis and how this knowledge is applied in practice. The reasons and consequences of the explicable but unjustified reduction of the domestic approach in the practice of diagnosis and correction of speech disorders in children are described. A four-component scheme of child's speech development analysis, developing tradition and based on modern scientific dataes, is proposed. It includes the assessment of biological prerequisites, the communicative situation of a child's speech development, his language competence and speech performance. The logic of the transition from diagnostic results to the reasoned formulation of pedagogical tasks in relation to both - the child and his family, and interaction with physicians is revealed.

For the first time, a consistent description of the three levels of normal speech development of a child, necessary for a defectologist, is presented in the context of the theory of L.S. Vygotsky, R.E. Levina and on the basis of modern research data. The description of each level includes: a description of the psycho-physiological prerequisites, the conditions for the child's speech development - the communicative situation of his development, the communicative behavior of the child himself and the means of language mastered by him. The presented logic of analysis and the specific characteristics of all three levels of speech ontogenesis allow the defectologist to use the description practically in the course of diagnosis and planning of corrective work not only with the child, but also with his environment, to justify the need for interaction with the doctor.

The article shows how a four-component scheme for analyzing the speech development of a child with general speech underdevelopment is applied, including an assessment of the biological prerequisites for speech development, the conditions - the communicative situation of development, the communicative behavior of the child himself and the means of communication used. The logic of the transition to setting corrective tasks in relation to a child with a speech disorder and his family, interaction with a doctor is revealed.

Sound design of educational programs for preschoolers with mental retardation requires an understanding of the uniqueness of their development and special educational needs.

The purpose of the article is to show the transformation of data on the gap between the linguistic and socio–linguistic components of the speech competence of preschoolers with mental retardation into ideas about the content of their special educational needs in the field of communication and speech development.

The conducted research is based on the cultural and historical approach of L. S. Vygotsky in his modern interpretation in special psychology and pedagogy.

The peculiarity of the development and imbalance of the socio-linguistic and linguistic components of the speech competence of children with mental retardation are shown and their special educational needs in this area of preschool education are determined. This makes it possible to reasonably reconstruct the established practice, avoiding unjustified focus on the development of vocabulary, grammar, phonetics and moving on to recreating psychological conditions in training for the coordinated development of communication, speech and correction of their shortcomings.

In the article, in the context of ideas about the child's social competence as a multicomponent personal property, manifested in the ability to mobilize acquired knowledge and experience in life and activity, including in interaction with peers and adults, the results of an experimental study of the development of communicative component in younger schoolchildren with mental retardation are shown.
Empirical data received from the study of 68 younger schoolchildren with mental retardation based on the results of two survey sections implemented during 2 years of their education indicate positive dynamics in the development of the communicative component of social competence in all children participating in the experiment, in its conditionality by carrying out purposeful work on the formation of this component, including game.
The data on the connection of communicative competence with cognitive, content, activity and emotional competence are presented, in the context of which possible ways of using these connections in the practical work of a teacher are offered. Conclusion: using games in the process of forming communicative competence in younger schoolchildren with mental retardation is advisable.

One of the barriers preventing the socialization of children with disabilities is a violation of speech communication, which is characteristic of children, developing in conditions of dysontogenesis. In solving the problems of socialization of children with disabilities, which includes the development, formation and consolidation of communication skills, self-service, planning, compliance with norms and rules, we set ourselves the task of finding resources that contribute to their positive socialization. Analysis of external factors and internal conditions of socialization of children with disabilities allowed us to turn to such a psychological phenomenon as "forecasting", which determines the success of adaptation to the outside world. In modern research, there is a connection between a sufficient level of development of a children prognosis and the success of their socialization.
The systemic nature of forecasting, which includes cognitive, emotional, personal components, makes it possible to consider it as an indicator of orientation in the social environment. Forecasting allows children with disabilities to anticipate the development of future events, the actions of participants in them, anticipate the consequences of their own actions, and build socially acceptable strategies for interacting with adults and peers.