Older Preschool Age Research Articles

The relationship between the level of preschoolers’ cognitive development and the success of their adjustment to primary school

Introduction. The article studies the problem of children’s adaptation to systematic learning at primary school, which is significant in a rapidly changing world, determining both the conditions of the educational environment and the requirements for the level of preschoolers’ preparation. The purpose of this study is to evaluate the influence of the level of preschoolers’ cognitive development on their adaptation to systematic learning at primary school. Materials and Methods. The methodology of the study is based on a systematic approach that allows the authors to reveal psychophysiological characteristics of the subject, the complex of which provides the most complete picture of the child’s development. The following methods were used: theoretical analysis, synthesis; diagnostic methods, allowing to assess the level of cognitive development and academic performance of the examined children; methods of mathematical statistics for processing empirical data. Results. Through theoretical analysis and generalization of research data, it is shown that the majority of children have developed basic cognitive functions by the older preschool age. However, carrying out a comprehensive diagnosis of the preschoolers’ functional development in preparatory groups, the authors identified low levels of voluntary regulation, visual-spatial perception and visual-motor coordination in a third of the examined preschoolers. Based on the data analysis of these children’ academic performance at primary school, the authors identified influence of the level of the above mentioned cognitive functions in preschool age on academic performance at primary school. Longitudinal analysis showed a gradual increase in academic performance in this group of students by the third year at primary school. Conclusions. Based on the results obtained, the authors showed that the level of cognitive functions development, as well as social and communication skills, significantly influences the successful adaptation of first-year primary schoolchildren and subsequent academic performance at primary school. In conclusion, the authors point out that it is necessary to conduct a comprehensive assessment of cognitive development in older preschool age in order to identify individual characteristics and predict possible risks of maladjustment at school.

Методика «Систематизация» в цифровом формате для оценки уровня развития логического мышления старших дошкольников

<p style="text-align: justify;">The level of development of a child’s logical thinking in the older preschool age allows us to talk about the effectiveness of the educational work carried out and predict the success of further education at school. The article presents the results of the application modification of the “Systematization” test (authors N.B. Wenger, A.I. Bulycheva) for children of the sixth and seventh years of life from a set of diagnostic methods of mental development of preschoolers (L.A. Wenger) to evaluate logical thinking. The tasks of the test were transferred to a digital format, which simplifies its use. In this format, the “Systematization” test underwent a standardization procedure, as a result of which good external and differential validity was determined, the structure and reliability of the test were proved, age norms for mastering the actions of logical thinking of animation by modern older preschoolers were determined. The results of the study suggest that an adapted version of the test can be used by psychologists for scientific and practical purposes, to accompany the educational process that promotes the development of thinking in older preschool children.</p>

Особенности развития воображения у детей 5–6 лет

Background. Te relevance of the study is due to understanding of important role of imagination in the cognitive and emotional development of children as well as the contradictory results of modern research on imagination development in older preschool age. Objective. Te study had its purpose to assess the level of productive imagination of the present-day preschoolers educated in the senior groups of kindergarten and to identify types of imagination being based on statistical data processing. Methods. Te study implemented the technique “Complete the drawing” (a modifed Torrens’ Test) and the typology of productive imagination by O.M. Dyachenko (2007). Drawings of preschoolers were analyzed in terms of elaboration, fexibility, and originality of images. Processing the obtained data included calculation of the mean and median values, standard deviations; the cluster analysis method; the non-parametric Kruskal-Wallis’s criterion and Kolmogorov-Smirnov’s, Mann-Whitney’s criteria were used. Sample. Te study involved 768 preschoolers of older groups of kindergartens in four regions of Russia (Moscow, the Republics of Sakha and Tatarstan, Perm Territory) aged 58 to 72 months (of which 47.9% were boys). Results. Modern methods of statistical data processing have made it possible to identify and compare signifcantly diferent types of productive imagination in preschoolers. According to the results of the assessment of imagination development of the of older preschool children in diferent regions of Russia, a similar distribution was obtained for 6 types of productive imagination. Te study revealed the low level of imagination development in about half of older preschoolers: children either do not accept the task at all (type 0), or draw individual objects that are not detailed (type 1). Productive imagination at the age of 5–6 years develops heterochronously: children with diferent types of imagination have relatively high scores for various parameters (types 2, 3, 4). Less than 5% of older preschoolers are characterized by a high level of imagination development when children use “inclusions” (type 5). Conclusion. Te results of the study expand the understanding of productive imagination in today’s preschool children and contribute to studying its development in the changed conditions of educational environment. Te typology of productive imagination built on the basis of quantitative methods can be useful for both researchers and practicing psychologists, preschool educators.

Эмоциональная отзывчивость как один из результатов эмоционального воспитания в старшем дошкольном возрасте

Introduction. Socio-economic, technological and other factors reduce the natural emo-tional background of the development of the child, his/her emotional responsiveness. In older preschool age, the number of children with severe aggressiveness and anxiety is growing, parents pay more attention to the intellectual development of children to the detriment of the emotional development. Teachers also pay insufficient attention to the development of emotional responsiveness. The goal is to identify professional difficul-ties for preschool teachers in the development of emotional responsiveness as a result of emotional education in senior preschool age. Material and methods: scientific works in the field of anthropological paradigm; modern scientific pedagogical researches of emo-tional responsiveness and emotional education; historical-logical, anthropological ap-proaches, informational theory of emotions; focus group, interview, collective reflective conversation; methods of discourse analysis, content analysis, interpretation and general-ization. Results and conclusions. The professional difficulties of teachers in the devel-opment of emotional responsiveness are highlighted: how to translate the knowledge of emotions and states into children's actions, into activities; how to organize interpersonal interaction for the development of emotional responsiveness; how to awaken the feel-ings of the child; how to choose means for developing emotional responsiveness. Emo-tional responsiveness is brought up as a universal value, as a need for social relations, it is the most important result (indicator) of emotional education, when in response to the received and conscious information - identification (recognition, understanding) of the emotional state of another person (child, adult), a child has a natural need (dominant in his personality structure) to provide sympathy, help, support.

Особенности развития когнитивной регуляции в связи с коммуникативной компетентностью детей-монолингвов и сбалансированных билингвов

Preschool age is the most favorable period for mastering languages due to a number of psychological factors. This is the age of potential children's opportunities, the period of intensive development of language abilities. Therefore, an indispensable pedagogical condition for the development of early bilingualism is the creation of a favorable educational environment for children. The aim of the study is to study the development of cognitive regulation in connection with the communicative competence of balanced bilinguals (Tatar / Russian) and monolinguals (Russian), whose socialization is carried out in different developing subject-spatial environments. The research methodology is based on sociocultural concepts of “environmental” influences on the mental development (Vygotsky, 1999; Bronfenbrenner, 1999). The empirical study involved 60 children aged 5 to 7 years, among them 30 balanced bilinguals socializing in a bilingual (Tatar/Russian) environment, and 30 monolinguals in a Russian-speaking linguistic environment. To diagnose the development of children’s cognitive regulation, children’s subtests of the NEPSY-II neuropsychological battery were used: “Repetition of sentences”, “Memory for construction”, “Inhibition”, “Sorting cards according to a changeable attribute”; communicative competence in communication - the methods of “Pictures” by E.O. Smirnova and E.A. Kalyagina, “Peculiarities of interpersonal relations for children” by G.R. Khuzeeva; level of general intelligence - a children’s version of the Raven Test methodology. Statistical processing of the obtained data was carried out using the non-parametric U-Mann-Whitney test, Spearman correlation analysis. Conclusions and recommendations. It has been established that balanced bilinguals in older preschool age, compared with monolinguals, have advantages in cognitive regulation, in particular, in updating non-verbal information in the linguistic context of the target language (visual working memory), blocking and suppressing irrelevant verbal and non-verbal information (inhibitory control). Bilingual preschoolers are more active in communication, but less prone to leadership and dominance in a peer group, while monolingual children readily take on a leading role in a group with a desire for a high social position in a peer group. Differences in the convergence of indicators in groups of preschoolers were revealed, in particular, in the group of monolingual children, indicators of cognitive regulation are significantly associated with indicators of communicative competence, while in the group of balanced bilinguals they are with indicators of general intelligence as the ability to use mental operations in solving cognitive problems. We assume that the content of the educational program for the older group of monolinguals in the preschool educational institution is focused primarily on social and communicative development, while for bilinguals it is focused on cognitive and speech development.

DEVELOPMENT OF COMMUNICATIVE COMPETENCE OF CHILDREN OF OLDER PRESCHOOL AGE WITH SPECIAL EDUCATIONAL NEEDS

The interest in communicative problems on the part of representatives of various scientific fields is largely explained by the fact that communication can be considered a necessary and general condition of human life and one of the fundamental foundations of society’s existence.The purpose of the article is to study the communicative competence of older preschool children with special educational needs.When communicating with children with special educational needs, the educator must take into account their communicative capabilities, that is, what form of communication the child is capable of, and then gradually complicate the content and means of communication. A competent approach to the formation of communicative competence of older preschool children with special educational needs involves the task of developing dialogue skills. An important task is the formation of children’s interest in the world of people, a conscious attitude towards themselves as individuals. Ways of communication, or communicative skills, are considered as actions by which the child expresses his attitude towards peers in the process of playing and at the same time influences them. Communicative competence of older preschoolers with special educational needs is the ability to establish and maintain relationships with others, as well as to combine knowledge, abilities and skills for quality communication. The development of communicative competence of children with special educational needs should be aimed at meeting the needs of a specific child, and, accordingly, create an educational environment.Further research will concern the study of social and emotional development of older preschool children with special educational needs.
 Keywords: communicative competence; older preschool age; special educational needs; competence approach; speech development; educational environment; coherent speech; communication.

Creating the Correctional Environment for Personality Development of Children with Autistic Disorders

A sign of the humanization of the modern pedagogical process is a profound change in its organization, primarily in creating conditions for the formation of a holistic personality of the child. The method of forming speech activity of children with autistic disorders of senior preschool age can act as an organizational and pedagogical system, which includes the functioning of specific conditions: organizational and pedagogical (the main of which - the creation of educational and corrective and communicative environment); general didactic (continuity, stages, system in the content of the formation of speech activity); technological (pedagogical and speech therapy diagnosis - starting and finishing - of the child as a basis for organizing the formation of speech activity of children with autistic disorders of older preschool age). Among the auxiliary conditions can be distinguished cognitive, creative, and communicative. Taking into account the peculiarities of mental, emotional, communicative, and speech development, we anticipate that the level of speech activity in children with autistic disorders will increase under the conditions of implementation of our methodology, and providing selected psychological and pedagogical conditions will accelerate and optimize this process.

Diagnosis of motivating orientation of children of older preschool age with logopathology

Diagnosis of motivating orientation of children of older preschool age with logopathology

Using the capabilities of the digital educational environment in the formation of mental operations in older preschoolers

Problem and purpose. In older preschool age, the transition from visual to verbal-logical thinking is carried out, and this transition is impossible without the development of mental operations of synthesis, analysis, comparison, generalization and classification. The research purpose is to study the impact of the digital educational environment on the formation of mental operations in older preschoolers. Materials and methods. The study involved 152 children aged 5 to 7, 152 parents and 50 educators of preschool educational organizations in Ulyanovsk city (Russian Federation). The following research methods were used: “Interest in Mathematics” (L.N. Vakhrusheva), “Magic Flower” for determining motivational preferences in choosing an activity (E.E. Krieger), modified color diagnostics of emotions “Little Houses” (O.A. Orekhova), “Ridiculous” (R.S. Nemov); “Divide into Groups” (A.Ya. Ivanova); determination of senior preschoolers’ level of intellectual development (Z.F. Zambacavicene); “Find the Differences” (L.F. Tikhomirova). The Pearson chi-square was applied for statistical processing of the data obtained. Research results. In order to increase the level of development of mental operations in older preschoolers, the author’s program was introduced, including, inter alia, the use of capabilities of the digital educational environment: multimedia presentations, mathematical computer games, mathematical tales, projects, didactic games, models, problem-practical situations. Also, a round table was organized with kindergarten educators, where they discussed issues related to the problem of using the computer environment in organizing the mathematical activities of older preschoolers; the use of digital laboratories, lego-construction and robotics in working with children with the purpose of forming their mental operations. By analyzing the results obtained, the dynamics of changes in each of the criteria for the level of formation of mental operations in older preschoolers was recorded. As a result, the number of children in the experimental group with the optimal level of formation of mental operations increased by 23.6% (χ2 = 13.737; p<0.01), while the optimal level of formation of mental operations among children of the control group increased by 6.2% (χ2 = 1.196; p>0.05). Conclusion. The research results prove that some types of digital educational environment can actualize the basic thinking operations in older preschoolers. Also, the results obtained allow stating that comprehensive work is needed on the use of the digital educational environment in the formation of children’s mental operations with educators and parents.

Своєрідність вияву пізнавальної самостійності особистості дитини старшого дошкільного віку

The article presents the originality of the cognitive independence manifestation of the cognitive independence of the personality of an older pre-school child. The author has proved that the child’s cognitive independence in older pre-school age is an integral part of the personal development process. The success in developing the cognitive independence of older pre-school children is related to their activation in educational activities based on the skillful implementation of the following didactic principles as awareness, activity and independence, creativity, considering the age and individual characteristics of children in the educational process. Cognitive independence is based on the inclusion of creative tasks in the educational process with a view to nurturing and developing a culture of thought and the ability to learn independently in the environment. An important condition for the development of the child’s cognitive independence is the development of creative thinking, which is ensured not by the child’s reproduction of known patterns and actions, namely, the ability of the child to regroup, to consider new things from different points of view, resort to associations. The formation and development of cognitive independence are divided into three levels: low, medium, and high. This sequence will increase cognitive independence. The older pre-school age is the foundation for the development of the basic skills and abilities that a person needs during lifetime. It provides for synergistic development of qualities and processes, reaching the appropriate age of physical and psychological maturity of emotional, intellectual, and voluntary development. It gives the child the opportunity to learn about a new social situation: the transition to systematic schooling, with a new social role for the pupil and the necessary functions and actions that help to learn new educational activities. It is the maturity of cognitive autonomy that ensures success in the development of educational skills in the next stages of school life. Early school-age education is based on the age of a pre-school child and requires appropriate pedagogical interventions. The prospects for further research could be examined by means of scientific analysis to determine the didactic conditions for the development of the cognitive independence of children before school-age

Своєрідність вияву пізнавальної самостійності особистості дитини старшого дошкільного віку

The article presents the originality of the cognitive independence manifestation of the cognitive independence of the personality of an older pre-school child. The author has proved that the child’s cognitive independence in older pre-school age is an integral part of the personal development process. The success in developing the cognitive independence of older pre-school children is related to their activation in educational activities based on the skillful implementation of the following didactic principles as awareness, activity and independence, creativity, considering the age and individual characteristics of children in the educational process. Cognitive independence is based on the inclusion of creative tasks in the educational process with a view to nurturing and developing a culture of thought and the ability to learn independently in the environment. An important condition for the development of the child’s cognitive independence is the development of creative thinking, which is ensured not by the child’s reproduction of known patterns and actions, namely, the ability of the child to regroup, to consider new things from different points of view, resort to associations. The formation and development of cognitive independence are divided into three levels: low, medium, and high. This sequence will increase cognitive independence. The older pre-school age is the foundation for the development of the basic skills and abilities that a person needs during lifetime. It provides for synergistic development of qualities and processes, reaching the appropriate age of physical and psychological maturity of emotional, intellectual, and voluntary development. It gives the child the opportunity to learn about a new social situation: the transition to systematic schooling, with a new social role for the pupil and the necessary functions and actions that help to learn new educational activities. It is the maturity of cognitive autonomy that ensures success in the development of educational skills in the next stages of school life. Early school-age education is based on the age of a pre-school child and requires appropriate pedagogical interventions. The prospects for further research could be examined by means of scientific analysis to determine the didactic conditions for the development of the cognitive independence of children before school-age.

Воспитание эстетического вкуса у детей старшего дошкольного возраста в процессе рисования

The article defines the features of the development of aesthetic taste of children of senior preschool age. Since it is the preschool age that is fundamental for the development of certain human feelings. The characteristic of aesthetic education as an important element of the formation of creative activity of the individual is given. The article describes the results of experimental work to identify the level of aesthetic taste and aesthetic education of children of older preschool age, in the process of which the effectiveness of drawing as a means for the development of aesthetic taste is proved.

Characteristics of Language Behavior and Speech Activity in Children with Autistic Disorders: Theoretical Aspect

Speech development of a child with autism does not always take place at the appropriate age and does not always obey the laws of development of speech functions. According to the analysis of literature sources, the direct study of speech activity of children with autistic disorders requires a more detailed study. According to our predictions, a child with autistic disorders of older preschool age due to the peculiarities of communicative and behavioral spheres will show a low level of speech activity, which can be explained directly by the specificity of speech development along with limited language experience and insufficient knowledge of language and its use in communication. Language behavior consists of two complementary and interrelated processes: psychological formation (generation) of speech utterance and perception of the expanded speech of the interlocutor. The model of speech utterance generation includes five consecutive, interconnected stages (phases) identified by O.O. Leontiev (1967): the motive of utterance; the idea of expression; internal programming; lexical and grammatical development of the utterance; implementation of speech expression in external speech. Speech activity is one of the many forms of general activity, a reflection of the needs that arise in accordance with specific communication situations, a prerequisite and an important component of language behavior. The term "speech activity" is considered by us in the sense of the presence of a motive for speech utterance and direct speech utterance, which may occur as a reaction-response to the interlocutor's remark or as a desire to inform the interlocutor of their own thoughts, experiences, emotions, needs.

Modern view of speech readiness for school of children of older preschool age with typical psychophysical development and speech disorders

A theoretical review of modern scientific sources on the problem of "speech readiness" for the schooling of older preschool children with typical psychophysical development and speech disorders is presented. The aim of research: analysis of modern research on speech readiness for the schooling of older preschool children with typical and speech disorders. The objective of research was to substantiate scientific sources on the study of the terms "speech readiness" and "speech preparation" for school in older preschoolers; determination of components of speech readiness of children of older preschool age with speech disorders.
 It is established that there are different views on the definition of the terms "speech readiness" and "speech training". Speech readiness for the school includes children's mastery of grammatical, lexical norms of speech, enriched vocabulary, use in educational and everyday activities of various functions of speech; it is determined that speech readiness contributes to the process of speech preparation of the future student to master the school curriculum. Speech training involves general and special training. It was determined that the formation of basic intellectual, semiotic and regulatory components is necessary for the speech readiness of children with speech disorders, which are formed under the influence of a special complex of correctional and developmental speech therapy work. Based on the analysis of scientific sources, the components of speech readiness for the schooling of older preschool children with speech disorders were identified: cognitive is about understanding of the semantic constructions of language and speech; motivational is about understanding of social and cognitive motives of learning; the component of activity - active participation in various types of speech activity; emotional - verbalization of emotions and feelings

Соціально-педагогічна характеристика готовності дітей 6-7 років до навчання в школі в умовах закладу дошкільної освіти

The article emphasizes that the child's readiness for school is one of the most important tasks of education and upbringing of preschool children, its solution in conjunction with other tasks of preschool education allows to ensure the holistic harmonious development of children of this age. Older preschool age is characterized as a stage of mental development of children from 5 to 7 years. The leading type of activity is play, and the central formation is the acceptance of the inner position of the student. The indicators of preparation for school of older preschool children are generalized, we classify them into the main types of components of readiness for school, which include physical, intellectual and psychological (personal) readiness, the latter is also divided into communicative, emotional and motivational. It is summarized that these indicators are the main ones during the selection of children for school, their psychodiagnostic examination; determine the level of readiness of the child and allow to plan the prospects of children's development in the future, as well as opportunities for their socio-psychological adaptation in school.

Psychological analysis of the means and conditions for the formation of elementary mathematical representations in preschoolers

The article aims to identify and describe the conditions as well as means of teaching that form the zone of proximal development when mastering elementary mathematical concepts (EMC) at an older preschool age (first of all, ideas about quantities: length, area, mass, volume, etc.). Also, the work analyzes the representation of these conditions and means of teaching in modern Russian preschool education programs developed on the basis of the Federal State Educational Standard for Preschool Education. The selection of programs was carried out on the basis of the PRISMA procedure, as a result of which 8 programs were selected out of 43 for analysis according to the selected criteria. Three types of the most common teaching tools were identified in situations when introducing new EMC: samples (visual or verbal instructions, rules), models (schematic representation of essential relations between objects) and symbols (symbolic representation of essential relations between objects). For the main learning conditions, the content and characteristics of those actions in which EMC data are assimilated were analyzed. It was shown that when organizing the formation of ideas about values in older preschoolers, it is psychologically more appropriate to select conditions that require the implementation of actions of selection by magnitude, indirect comparison, as well as measurement using conditional measures that is necessary in situations of representation of modeling or symbolization tools. The obtained results of the analysis of modern Russian preschool education programs indicate that most often they use only one tool — a visual sample or instruction, and the formation of ideas about the values is carried out solely on the basis of the action of direct comparison. The conducted research will make it possible to provide psychologically sound recommendations to teachers, educators and the administration of preschool educational institutions on the choice and implementation of EMC training programs.

Psychological predictors of formation and development of personal identity of older preschool children

The article presents the results of the study to determine the predictors of the formation and development of personal identity of older preschool children. The conceptual basis of the study is the assumption that the formation of triangulatory relations internalized in the personality structure of maternal and paternal objects is an important prerequisite for the development of a holistic, stable, differentiated personality. The purpose: to highlight the results of empirical analysis of features and to determine the factors of formation and development of personal identity of older preschool children.Methods: biographical, semi-structured interview, analysis of family narratives; test of M. Kuhn and T. McPartland “Who I am?”, “Three trees”, “Compose a fairy tale”; H. Olson, J. Portner, I. Lavi “FASES-3”, “Interaction of parents and the child” of I. Markovska; E. Eidemiller’s “Analysis of Family Interaction”; “Scale of rejection of the child in the family” of A. Barkan; content analysis; methods of mathematical statistics SPSS-17. As a result of a factor analysis parameters of the family system, identification with the maternal or paternal object, four factors were identified: ability to triangulatory relations, stability/instability of personal identity of older preschool children, neutral selfattitude, factor of prerequisites for the formation of personal identity.Thus, in the course of the study it was determined that the formation of personal identity of a child of older preschool age is determined by the correlation between the place that the child occupies in the system of human relationships, and above all in the system of family relationships, and psychological features which have already been formed.

РАЗВИТИЕ САМОСОЗНАНИЯ ДЕТЕЙ СТАРШЕГО ДОШКОЛЬНОГО ВОЗРАСТА

Statement of the problem and purpose of the article. The article is devoted to the study of the formation and development of self-consciousness among preschool children at the present time. The relevance is due to changes in the system of socio-psychological factors, conditions and prerequisites for the development of children’s self-awareness. The article describes the current context of children’s development that affects formation and development of children’s self-awareness, and also provides data on the development of components of self-awareness in the older preschool age, including complicated development among children with disabilities (disorders of the musculoskeletal system). Materials and methods of research. The proposed study is empirical. Theoretical research methods were used: analysis, synthesis, generalization and systematization of scientific ideas; structural, functional and genetic analysis of the problem; empirical research methods included: psychodiagnostics methods (questionnaire, experimental); mathematical methods of data processing. Research results. The results of a comparative empirical study allowed us to identify some features of the development of self-esteem and self-awareness among healthy senior preschool age children and children with disabilities. The predominance of inadequate overestimated self-esteem among healthy senior preschool children was determined, which is natural for this age period. Awareness of themselves by most healthy children occurs through highlighting their individuality. Most healthy children have the simplest version of the self-perspective formation. Children with disabilities (disorders of the musculoskeletal system) often have very low and low self-esteem, treat themselves and their abilities mostly negatively, in comparison with their healthy peers. They often feel rejected and feel pressure from loved ones, have a more complex version of the development of the self-perspective. Conclusion. Data on the development of components of self-consciousness among healthy and somatically challenged children of senior preschool age are presented and described, indicating the presence of features in the development of individual components of self-consciousness, depending on the conditions that ensure their formation and development.

Executive Functions and Their Relationship with the Development of Russian Speech in Bilingual and Monolingual Children

The article discusses the results of a study of the relationship between executive functions (inhibitory control, cognitive flexibility, working (speech and visual) memory and the development of Russian speech in children with natural bilingualism and monolinguals in older preschool age. The study involved 63 preschool children (50.8% - boys) aged from 5.6 to 7.3 years (M = 6.42, Med = 6.4) from preschool institutions of Izhevsk (Udmurt Republic). The sample included 31 children with natural bilingualism (Udmurt/Russian language) and 32 monolinguals (Russian language). Standardised methods in the Russian-language version were used to identify the executive functions: the method of verbal-colour interference of by J. Stroop (inhibitory control), the method of studying the learning ability by A.Y. Ivanova (cognitive flexibility) and the test tasks Speech Memory and Visual Memory (working memory). The level of speech development was measured using the test tasks Speech Antonyms, Speech Classifications and Arbitrary Mastery of Speech developed by L.А. Yasyukova. The following mathematical statistics methods were used: descriptive statistics, Mann - Whitney U-test and Spearman rank correlations. According to the results of the study, the facts of the advantages of bilingualism in older preschool age in executive functions, in particular, in inhibitory control cognitive flexibility and speech memory were confirmed. At the same time, no general patterns were determined in the development of Russian speech (L2) in connection with the development of the executive functions of bilingual children: this is explained by the individualisation of the processes of linking the components of speech activity in the second language and cognitive control. In monolingual preschoolers, the speech development in their native language (L1) is associated with the formation of higher mental (executive) functions and the development of the ability to control information processing.

Formation of Speech Activity in Older Preschool Children with Autistic Disorders Formation of Speech Activity in Older Preschool Children with Autistic Disorders

The main condition for personal and mental development of a child is preservation of speech function or, in case of speech pathology, correction and development of all its structural components as a full-fledged means of communication. The purpose of the study is to scientifically substantiate, develop and experimentally test psychological and pedagogical conditions and methods of formation of speech activity in children with autistic disorders of older preschool age. There were highlighted effective methods for speech activity formation: creation and maintenance of a speech environment; constant speech support of a child; teaching a child to express thoughts in any way possible; use of stimulants and incentives in order to increase motivation for speech activity; use of available child’s vocalizations; use of echolalia and a tendency to stereotypical repetition of actions; stimulation of speech activity against the background of emotional recovery; development of speech activity by imitation; activation of passive vocabulary and its gradual translation into active; fostering initiative and desire for self-realization. The indicators of the formation level of speech activity components in EG compared with CG, respectively, are: motivation: high not found, sufficient: + 8.6%, average: + 19%, low: + 14.3%, zero - 41.9%; initiative: high not found, sufficient: + 10.7%, medium: + 13.8%, low: + 9.5%, zero - 34%; content: high: + 4.3%, sufficient: + 17.6%, medium: + 12.9%, low: - 27.3%, zero - 7.5%. The best indicators were achieved by children of the experimental group, which gives reason to assert the effectiveness and feasibility of using the proposed methodology for formation of speech activity in the process of correctional developmental education of children with autistic disorders.