Abstract
The article discusses the psychological and pedagogical approach to accompanying young children with delayed speech development (delay in speech development manifests itself in a slower pace of mastering native speech by children under three years of age, underdevelopment of the vocabulary, lack of formation of expressive speech, lack of phrasal and coherent speech etc.). The purpose of the study is to develop a program of psychological and pedagogical support for young children with delayed speech development. During the testing of the program, special attention was paid to the processes of development of fine, general and articulatory motor skills of young children in various types of activity (play, cognitive, productive, communicative, etc.); the formation of mental processes (perception, thinking, memory, etc.); speech development of children (understanding of an adult’s speech, development of auditory perception, correction of sound pronunciation, formation of a passive vocabulary, an increase in the volume of an active vocabulary, development of coherent speech, grammatical structure of speech, etc.); interaction of specialists and parents of young children (teacher-psychologist, speech therapist, teachers, educators, medical personnel, etc.) using offline and online technologies (consultations, workshops, seminars, open classes, etc.). As a result of approbation of the program in young children with delayed speech development, there were positive changes in the formation of speech and non-speech functions (understanding of the speech of others, the formation of a dialogue form of speech, the development of the motor sphere, etc.).
Highlights
One of the overriding priorities of modern education is the full and harmonious development of children at different stages of development, which requires a search for effective methods and techniques for achieving it
In the course of solving the designated goal, special attention was paid to the following when working with young children with speech impairments: the development of fine, general and articulatory motor skills; the formation of mental processes; the process of speech development of children; -interaction of specialists and parents using offline and online technologies
The organizational section of the program contains long-term plans for the work of teachers and specialists of a preschool educational organization with children and their parents, materials for the work of a teacher The interaction of the speech therapist with the parents of the pupils contributed to the solution of the following tasks: increasing the pedagogical competence of parents, encouraging parents to participate in the life of the group, harmonizing relations between children and parents, developing responsible parenting, skills of joint activities
Summary
One of the overriding priorities of modern education is the full and harmonious development of children at different stages of development, which requires a search for effective methods and techniques for achieving it. Pankov [4] and others
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