Abstract
The goals of modern preschool education imply the creation of conditions for promoting the development of the child's personality, including his communication skills. Their lack of development creates barriers in the process of relationships between preschoolers with peers and adults, and can also lead to problems of self-development, social maladjustment and personal isolation. In children with disabilities, persistent violations of all components of the communication process are observed, which manifest themselves in a decrease in the communicative and cognitive need for interaction with peers and adults. They acquire many skills, including communication, much later, compared to a normally developing peer. In this regard, the need for purposeful development of communication skills in preschoolers with disabilities is becoming increasingly clear. The research methods used were "Observation of the manifestations of communicative abilities in preschoolers" (A.M. Shchetinina, M. A. Nikiforova), the sociometric method "Two Houses" (T. D. Marcinkovskaya), "Diagnostics of the child's communicative abilities "Plot pictures" (N. E. Verax), "Plot pictures" (R. R. Kalinina), "Observation of the manifestation of independence" (A.M. Shchetinina). The data was processed using the Statistica 6.0 software package and the Mann–Whitney U-test and Wilcoxon signed-rank test. Based on the data obtained, it can be concluded that the hypotheses that children of older preschool age with disabilities who attend a group of combined orientation have disorders in the development of communication skills, as well as a correctional and developmental program based on the method of fairy-tale therapy, can overcome the existing communication disorders in preschoolers with disabilities. As evidenced by the results obtained using the methods of mathematical statistics.
Highlights
The use of digital technologies in preschool education is becoming more and more relevant, and opens up new opportunities
Statistical processing of the results obtained by the Mann-Whitney U-test showed insignificant differences, which indicates the same level of communication skills of preschool children with disabilities in both groups
We were guided by the fact that most of the classes conducted in kindergarten are aimed at developing cognitive activity, but children do not know each other, and preschool children do not have sufficiently developed communication skills
Summary
The use of digital technologies in preschool education is becoming more and more relevant, and opens up new opportunities. The need to introduce such practices in the educational process is reflected in Russian legislative acts. Practice shows [1] that the use of information technologies is possible from infancy. These include applications for smartphones, addressed to the age of 0 to 3 years and their use by parents as a universal assistant in the development of the child. Similar experience of applying digitalization in education is described in the studies of foreign and domestic specialists
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