Роль психологічних знань у роботі логопеда з дизлалією дітей молодшого шкільного віку в час війни

Abstract

The dynamism of a child’s and adult’s life, its challenges, the biggest of which are the war in Ukraine, air strikes, information from the media, which often makes it even more stressful, and other challenges emphasise the role of psychological knowledge in the work of pedagogues, including teachers – speech therapists. Studying in the junior grades of a general secondary education institution requires each child to change and adapt to new conditions, in particular to the conditions of the educational environment, which can create social stress for them even in peacetime, and even more so, in wartime. For children with dyslalia, negative experiences and impaired effective communication due to speech disorders are added to this. In this regard, and in order to find out exactly which structures of the child’s personality require the application of psychological knowledge in the speech therapist’s work with dyslalia of primary school children during the war, an empirical study was conducted. The study was conducted within the framework of dual education at the Department of Special Education of the Ivan Franko National University of Lviv. It was empirically substantiated that to reduce the negative effects of social stress in a child with dyslalia, it is necessary to promote the development of self-control and the formation of stress resistance skills, while children without speech disorders need to develop and optimize, first of all, effective communication. For the speech therapist’s work to be effective during the war, it is necessary to take into account the social stress experienced by students of primary school age. Pedagogical experts should take into account that all children of primary school age should reduce general anxiety at school, frustration in achieving success, overcome fears of self-expression, testing knowledge, and fear of not meeting adults’ expectations, in order to successfully manage social stress. At the same time, it is necessary to promote the formation and development of adequate self-esteem in children, both in general and in its individual components; the development and formation of new personality traits of a child with dyslalia, in particular, expanding the scope of knowledge and increasing children’s intelligence; the development of sociability, social courage, stress resistance, emotional balance, openness; children’s mastery of self-regulation methods; reducing the level of school fears and general anxiety. Also, the teacher-speech therapist should contribute to the implementation of psychological education of parents, optimization and correction of their children’s upbringing, individual approach when applying sanctions or punishments, promote the development of their sense of duty, sympathy, and love for the child, the need to realize themselves and ‘find continuance’ in children. In the pedagogical environment, the teacher-speech therapist should create and develop a favourable business and constructive psychological atmosphere, when all children feel safe and in comprehensive well-being. Keywords: dyslalia, stress, social stress, work of a teacher - speech therapist, psychological knowledge, primary school students, war.