Preventive speech therapy work with young children in a preschool educational organization

Abstract

The article deals with the organization of preventive speech therapy work with young children in a preschool educational organization; the possibility of using productive activities in identifying and correcting speech disorders in young children is revealed; the results of a speech examination of children of the first junior group of three preschool educational institutions of the Tutaevsky municipal district (Yaroslavl region) in the amount of 70 people (32 boys, 38 girls) are described. The age of the studied children is from 1 year 9 months to 2 years 1 month. The study involved teachers (6 senior educators, 10 educators of groups for young children and 6 speech therapists) and 68 parents (legal representatives). The experimental work was built within the framework of preventive speech therapy work with young children based on the use of productive activities. The authors have developed a cycle of correctional and developmental classes in drawing and application in order to correct various aspects of the speech of young children, which meets the requirements of the educational program of a preschool educational organization, takes into account the level of psychoverbal development of children, involves the participation of educators, speech therapist and parents (legal representatives) on stages of diagnosis, correction and patronage. The authors use the term «speech-creative process», which involves the implementation of an interconnected speech and visual activity of the child, contributes to the prevention and / or correction of speech and motor disorders in children. The effectiveness of the experimental work is confirmed by the data of repeated diagnostics of the level of development of speech in young children. Conclusions are drawn about the need to conduct preventive speech therapy work in a preschool educational organization, to increase the staffing of speech therapists in a preschool educational institution, and to create advanced training programs for teaching staff working with young children. The tasks of implementing this area of work in the conditions of a preschool educational organization are outlined.