Формирование логического мышления у старших дошкольников с тяжелыми нарушениями речи на основе информационной теории развития психики Л.М. Веккера

Abstract

<p style="text-align: justify;"><strong>Objectives. </strong>Contemporary methods of development of logical thinking in preschool children with severe speech disorders (SSD) help to smooth out problems of academic failure at school and social disadaptation. A program for the development of verbal and logical thinking in senior preschool children with SSD was tested. The program was based on the information theory of mental development by L.M. Vekker.</p> <p style="text-align: justify;"><strong>Methods. </strong>The implementation of the experimental program for the development of logical thinking included the creation of psychological and pedagogical conditions: modeling of surrounding relationships and processes; consistent introduction of models of different levels of concretization of the abstraction; creation of problem situations between surrounding objects and phenomena. The study involved children with a diagnosis of SSD (7 boys, 2 girls) aged 6 to 7 years (M = 6.5), attending a preschool educational organization. To identify “deficits” of verbal-logical thinking in children with speech disorders, a group of children without speech disorders (4 boys, 5 girls) of the same age (M=6.5) was used. Two measurements were taken — before and after the implementation of the formative program. To diagnose the parameters of verbal logical thinking, the “Methodology for studying the level of children’s readiness for school” by L.A. Yasyukova was used.</p> <p style="text-align: justify;"><strong>Results</strong>. Comparison of the indicators of the level of development of thinking in children with speech disorders with the results of children without speech disorders at the first stage of the study showed differences (p≤0.01) in the following parameters: speech and visual classifications, abstract thinking. At the second — developmental — stage, a positive shift at a reliable statistical level occurred in the parameters of the methodology: speech analysis-synthesis (p≤0.05), selection of antonyms (p≤0.05), speech analogies (p≤0.01), speech classifications (p≤0.01), visual analysis synthesis (p≤0.01), visual classifications (p≤0.01).</p> <p style="text-align: justify;"><strong>Conclusions</strong>. The results of the study showed that children with speech disorders have learned to use symbolic and speech models to understand logical relationships at the level of visual-effective and visual-figurative thinking. According to the indicator visual analysis-synthesis, children with speech disorders demonstrated results even higher than children without speech disorders. Work is planned to further replenish the children’s vocabulary, to include in the program a set of training in different types of judgments and conclusions.</p>