Abstract
The article provides a theoretical justification of the model of psychological and pedagogical support of the process of socialization of children of senior preschool age with a general speech underdevelopment. Based on the selected criteria and indicators, a diagnostic program has been developed that allows you to determine the level of formation of the components of socialization of preschoolers with speech disorders — behavioral, cognitive, social and personal. The authors obtained primary data for assessing the level of formation of the studied components of socialization. It is established that children of this category experience difficulties of a communicative, motivational, cognitive nature, which negatively affects the process of their socialization. One of the problematic aspects is the insufficiently formed level of voluntary self-regulation in them. The results obtained are interpreted as manifestations of modal-nonspecific patterns of impaired development and are used to justify the specifics of psychological and pedagogical support of the process of socialization of children in this category. The developed model of psychological and pedagogical support of these children includes three blocks: diagnostic-designing, correctionaldeveloping, consultative-methodical. The authors described the specifics of the content and methods for implementing each of them. The psychological and pedagogical conditions for the socialization of preschoolers with a general underdevelopment of speech are highlighted: the creation of a psychologically positive microclimate supporting the child’s communication in the family and kindergarten; carrying out special work to correct the deficiencies in the development of the components of socialization revealed in them during the diagnosis; development and implementation of an individual educational trajectory for the development of a preschool child with general speech underdevelopment, taking into account the specifics of nosology; systematic monitoring of the psychological and pedagogical status of the child in terms of changing the dynamics of mental development. As one of the conditions, the influence of arbitrary self-regulation on the success of the development of the listed components of socialization was considered.
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