scholarly journals Features of Vocabulary of Preschool Children with Speech Disorders

CONVERTER ◽  
2021 ◽  
pp. 913-920
Author(s):  
Akhmedova Oydin Sadriddinovna
Keyword(s):  
Preschool Children ◽  
Empirical Research ◽  
Vocabulary Development ◽  
Speech Disorders ◽  
Preschool Age ◽  
Speech Impairments ◽  
Full Development

In this article, the author refers to studies devoted to the ontogeny of vocabulary development in preschool children. The article reveals the importance of vocabulary in the full development of speech in preschool age. The main value of the article is empirical research to identify the characteristics of vocabulary in preschoolers with speech impairments.

scholarly journals Relationship between smartphone use management and physical activity in leisure time of children aged 4-6

2021 ◽  
Vol 55 (2) ◽  
pp. 477-508
Author(s):  
Bojan Milošević ◽  
Branka Janković ◽  
Milenko Janković
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Empirical Research ◽  
Time Management ◽  
Leisure Time ◽  
Physical Activities ◽  
Preschool Age ◽  
Sports Activity ◽  
Gender And Age ◽  
Smartphone Use

We are witnesses to an ever faster and more "aggressive" influence of modern technologies, not only on lives of adults and adolescents, but also children of preschool age. This planetary trend has not bypassed contemporary Serbian society either. The subject of this paper is the analysis of the data collected through the original empirical research in relation to establishing a connection between (1) the dimension of smartphone control imposed by the parents and (2) the dimensions of physical activity of children of preschool age in their leisure time. The paper analyzes the physical activities of preschool children depending on the following variables: children's gender and age (4, 5 or 6 years old), whether the child owns a smartphone or not, whether the child is included in a programmed sports activity; all this in relation to the parents' statement on whether they limit the time of the child's smartphone use. The relationship between these variables is justified by applying the Parental Smartphone Use Management Scale (PSUMS), while Baecke questionnaire is used for the data on preschool children's physical activity in their leisure time. The empirical research was carried out in the first half of 2020 by conducting a survey among the parents of 943 preschool children aged from 4 to 6 attending preschool and daycare centres in the territory of the Autonomous Province of Vojvodina (Serbia). Based on the analysis of the collected data, we have deduced the following: 1. a large percentage of children from 4 to 6 do not own their own smartphones (77.9%), but nonetheless they use smartphones on a daily basis (73.4%); 2. there are no differences in children's physical activities in relation to their gender and age; 3. children spend more time on physical activities in their leisure time if they do not have their own smartphones, if they are engaged in an organized sports activity ("recreational schools"), as well as if their parents limit their smartphone use, and 4. children participate more in physical activities in their leisure time if their parents are consistent regarding children's smartphone time management. Recommendations to parents based on our research are that children should be included in free physical activities at the earliest preschool age, and in the structured/programmed ones at a later preschool age, because that is the period most suitable for accepting adequate habits of physical exercise that are carried on into adulthood. In that manner, children will more easily "give up" their passive (sedentary) activities in leisure time, which is usually spent alongside use of smartphone, all with the aim of optimizing the quality of their growing up.

scholarly journals Didactic Games in a Preschool Institution as a Means of Vocabulary Acquisition in Younger Preschoolers

2020 ◽  
pp. 20-23
Author(s):  
Viktoriia Evgenevna Khartova
Keyword(s):  
Preschool Children ◽  
Vocabulary Acquisition ◽  
Vocabulary Development ◽  
Preschool Age

In this article, features of vocabulary development in younger preschool children are considered, and resource capabilities of pedagogical conditions for its development in the conditions of a preschool institution are discussed. The directions for the successful vocabulary development in children of primary preschool age are determined.

scholarly journals Features of the perception of the world by the modern younger generation

2021 ◽  
Vol 273 ◽  
pp. 10012
Author(s):  
Zarema Masaeva ◽  
Laura Kagermazova ◽  
Irina Danchenko
Keyword(s):  
Preschool Children ◽  
Empirical Research ◽  
Modern Society ◽  
Individual Characteristics ◽  
Preschool Age ◽  
Lack Of Information ◽  
The World ◽  
Psychoemotional State ◽  
Younger Generation ◽  
Further Development

Today, in the era of globalization of modern society, it is important to create a favorable environment for the younger generation. The presence of fears in children at preschool age prevents favorable mental development. This paper reflects the results of a study to identify the prevailing fears in children in preschool age. According to the results of the conducted empirical research, it was revealed that there is a tendency to increase fears in children, due to individual characteristics and the present stresses, neuroticism in preschool children. The results show that preschool childhood is one of the most difficult periods, which is characterized by neurotic fears that cause a general deterioration of the child’s psychoemotional state. It is very important to register the emotional changes of a preschooler, since the lack of information about the occurrence and development of fears in children causes complex barriers in the child’s further development.

scholarly journals Effects of holistic socialization-individualization of preschool children with severe speech impairments in sports and health-improving activities

2020 ◽  
Vol 47 (5) ◽  
pp. 246-257
Author(s):  
Karina E. Panasenko ◽  
◽  
Lyudmila N. Voloshina ◽  
Lyudmila V. Shinkareva ◽  
Olga G. Galimskaya ◽  
...  
Keyword(s):  
Preschool Children ◽  
Normal Level ◽  
Motor Coordination ◽  
Research Problem ◽  
Speech Disorders ◽  
Speech Development ◽  
Theoretical Research ◽  
Pedagogical Practice ◽  
Speech Impairments ◽  
Special Educational Needs

The urgency of this problem is due, on the one hand, to the need to include children with severe speech impairments in the educational space of Childhood, taking into account their special educational needs, on the other hand, to the need to shift the emphasis both in theoretical research and pedagogical practice towards ensuring the integrity of socialization-individualization. The research purpose was to identify and assess the effects of holistic socialization-individualization of preschoolers with severe speech impairments in sports and health-improving activities. The experimental study involved 100 senior preschool children with a normal level of speech development and 100 senior preschool children with severe speech impairments attending preschool educational institutions in Belgorod and the Belgorod region (Russian Federation). Theoretical (analysis of literary scientific sources), empirical (pedagogical experiment (ascertaining stage), testing) research methods, as well as methods of mathematical statistics (Student’s t-test, Fisher’s φ-test) were used. The study and assessment of the effects of holistic socialization-individualization of senior preschool children with severe speech impairments in sports and health-improving activities were carried out in the following fields – communication, self-awareness, activity. During the study, statistically valid differences were obtained in the level of self-esteem of preschool children (φemp=2.595 > φcrit=2.31 with p<0.01); self-assessment by parameter “Strong” (φemp=2.574 > φcrit=2.31 with p<0.01), “Fast” (φemp=2.715 > φcrit=2.31 with p<0.01), “Accuracy” (φemp=2.567 > φcrit=2.31 with p<0.01), “Dexterous” (φemp=2.56 > φcrit=2.31 with p<0.01), “Flexibility” (φemp=2.85 > φcrit=2.31 with p<0.01); by the level of anxiety (φemp=2.517 > φcrit=2.31 with p<0.01). The assessment of motor abilities (motor-coordination, speed-power, strength, flexibility, accuracy, endurance) of senior preschool children made it possible to reveal statistically valid differences between the data of children with a normal level of speech development and children with severe speech disorders (p<0.05). The obtained research results confirm the data presented in the works of domestic and foreign scientists, and the need to substantiate the use of the potential of sports and health-improving activity in solving the research problem.

scholarly journals Teaching coherent descriptive speech to children of senior preschool age with speech underdevelopment problems

2020 ◽  
Vol 22 (4) ◽  
pp. 146-165
Author(s):  
L. G. Shadrina ◽  
O. V. Efimova
Keyword(s):  
Preschool Children ◽  
Research Methods ◽  
Speech Therapy ◽  
Preschool Education ◽  
Speech Disorders ◽  
Speech Development ◽  
Preschool Age ◽  
Practical Significance ◽  
Federal State ◽  
Systematic Analysis

Introduction. Today, one of the main requirements of the Federal State Educational Standard of Preschool Education is to ensure the speech development in children, which means mastering them of free, coherent dialogue and monologic speech skills as a means of communication with adults and peers. The indicators of successful speech development are skills to build different types of coherent statements. This requirement fully applies to children with minor speech delays. However, in modern speech therapy, the development of coherent speech is made dependent on the elimination of the shortcomings of unformed language structures and involves the use of reproductive techniques, including mainly constant repetitions of speech patterns. Children are simply asked to copy stereotypical schemes when making their own statements, but the attention is not paid to the process of formulating rules and peculiarities of description texts, the understanding of which is very important to be prepared for school. Thus, it is significantly important to revise well-established techniques to learn oral monologue speech when teaching children with serious speech disorders.The aim of the present article is to discuss the conditions for effective development of coherent descriptive speech in preschool children with speech underdevelopment problems.Methodology and research methods. The methodological framework of the research is based on the theory of speech activity and the theory of developmental education, as well as the systematic analysis of the peculiarities of verbal communication skills in children and modern ideas of correctional pedagogy about the structure of speech defects. In the course of the research, empirical research methods and a pedagogical experiment were employed.Results and scientific novelty. Children aged 5–6 years old (n = 60) with the logopedic report “general underdevelopment of speech of the 3 rd –4 th levels” took part in the experimental research. It was proved that it is necessary to teach preschool children with speech disorders not only to speak by analogy and model structures, but also to formulate detailed meaningful descriptive statements. The entry test demonstrated that most respondents have insufficient formation of coherent descriptive speech: 40% – medium level, 38% – low level. More than half of preschool children in the experimental group (53,6%) improved their results through the targeted and comprehensive correctional work, in the course of which they learned practical description skills. While working on description skills, children learned how to highlight and compare essential features of a subject, to combine individual phrases into a consistent message. The priority areas were identified in each speech task to ensure the greatest impact of its performance. The conducted classes influenced not only speech, but also cognitive development of children. Also, the classes stimulated children’s speech and thought activities, contributed to the activation of visual, auditory and tactile perception, memory, attention and observation.Practical significance. The research materials provide a new direction to determine the technologies for the development of coherent speech in children of senior preschool age with speech underdevelopment.

scholarly journals Relationship between indicators of communication, self-esteem and interpersonal status of preschool children

2021 ◽  
Vol 2 (119) ◽  
pp. 96-103
Author(s):  
Svetlana V. Lautkina ◽  
◽  
Irina N. Selezneva ◽  
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Peer Group ◽  
Self Esteem ◽  
Speech Disorders ◽  
Speech Development ◽  
Preschool Age ◽  
Group Method ◽  
Main Research ◽  
Normal Speech

Communication, complex multidimensional education, begins its active development directly in preschool age. With the correct and timely development of communication, cognitive processes, emotional-volitional and motivational-need spheres, behavior, and the interpersonal status of the child are formed. The formation of communication skills is possible only with the timely full development of speech. The lower the state of speech, the more difficult it is for the child to organize and implement communication, and vice versa, the higher the level of formation of the communicative act, the more fully expressive speech develops. Difficulties in forming speech and communication affect self-esteem. Self-esteem as a phenomenon develops under the influence of the assessment of others. Self-esteem is the result of one's own activity, communication, behavior, activities, experiences of a preschooler. The inability of a preschooler to implement verbal communication in a peer group leads to deformations in the development of personality and interpersonal interaction, reduces his social status, and leads to his isolation from other members of the team. Summarizing the above, we have set a goal – to study the relationship between indicators of communication, selfesteem and interpersonal status in preschool children. The main research method is the contrast group method. Empirical study was carried out in groups of preschoolers – with normal speech development and with speech disorders («General speech underdevelopment (GSU) level III» according to R. Levina's classification). The results of the study showed that the level of communication formation in the group of preschoolers with speech disorders is lower than inthe group of children with normal speech development. The lag in the formation of communication skills is represented by a number of indicators: «interest in a peer», «sensitivity», «prosocial actions», «means of communication», «active speech». Low self-esteem was found only in the group of children with speech impairments. There were no differences in the level of the sociometric status between children of both groups.

Osteopathic correction of somatic dysfunctions in preschool children with delayed speech development

2020 ◽  
pp. 54-61 ◽  
Author(s):  
E. V. Abramova ◽  
I. A. Aptekar
Keyword(s):  
Preschool Children ◽  
Speech Therapy ◽  
Randomized Study ◽  
Speech Disorders ◽  
Main Group ◽  
Speech Development ◽  
Preschool Age ◽  
Control Group ◽  
Preschool Period ◽  
Head Neck

Introduction. Speech disorders are currently observed in an average of 30 % of children of the fi rst grade of school. It means that objectively during the preschool period, one third of the entire population of children have speech function that does not reach the norm and requires additional correction by specialists. In recent years birth injury has been considered one of the possible reasons for the high frequency of speech disorders. As practice shows, the possibilities of drug therapy for children with speech disorders are very limited. That is why it is relevant to expand non-drug methods for the restoration of speech functions. The goal of research — to justify the use of osteopathic correction of somatic dysfunctions in order to improve sound pronunciation in preschool children.Materials and methods. In the period from 2012 to 2018, a prospective controlled randomized study was performed on the basis of Tyumen Institute of Manual Medicine. The work is based on the results of examination and treatment of 98 preschool children with delayed speech development. 18 people were excluded from the study in accordance with exclusion criteria. Depending on the treatment method used, all patients were divided by simple randomization using the envelope method into two comparable groups (main and control) of 40 people. Patients of both groups underwent a complete speech therapy correction and training course, which included individual lessons. Patients of the main group underwent the same speech therapy, as well as the osteopathic treatment in accordance with the developed algorithm. All patients underwent osteopathic examination and a combined assessment of the severity of speech disorders before and after the treatment.Results. The study showed that the presence of global, regional and local somatic dysfunctions was typical for children of preschool age with a delay in speech development. Somatic dysfunctions of head, neck and thoracic regions were most often observed. In the course of the treatment, patients of the main group showed a statistically significant decrease in the frequency of detection of somatic dysfunctions of head, neck, and thoracic regions, of local somatic dysfunctions of the cranial sutures and the thoracoabdominal diaphragm (p<0,05). In patients of the control group, there was no statistically significant decrease in the number of somatic dysfunctions. In children with impaired speech development who underwent complex therapy, which included osteopathic correction and individual lessons with a speech therapist, there was a significant decrease in the severity of speech disorders compared with patients of the control group (p<0,00001).Conclusion. Osteopathic correction of somatic dysfunctions (with a certain sequence of techniques aimed to treat connective tissue disorders, including decompression, elimination of edema and hypoxia in children with delayed speech development), allows to achieve a statistically signifi cant improvement in children′s condition compared with standard treatment.

scholarly journals EMOTIONAL-VOLITIONAL PECULIARITIES OF PRESCHOOL CHILDREN WITH DYSLALLIA

2021 ◽  
pp. 101-107
Author(s):  
I. Sulyatytskyy ◽  
A. Porokniava
Keyword(s):  
Preschool Children ◽  
Speech Disorders ◽  
Preschool Age ◽  
Complex Disorders ◽  
Maximum Effort ◽  
Atypical Development ◽  
Definition Of ◽  
Speech Research ◽  
The Relationship ◽  
Children's Speech

The article analyses a theoretical basis and empirical relationships between emotional-volitional sphere and children’s speech disorders (dyslallia). The article examines emotional-volitional sphere in preschool children with dyslallia and pre-school children with normal speech. Research results define the relationship between the level of development of the emotional-volitional sphere and speech disorders in preschool children. Also they reveal parameters of effective corrective methods of restoring normal emotional-volitional parameters preschool age dynamics. In this article it is noticed that in preschool age actively formed personality, so it is necessary to make a maximum effort to prevent and overcome negative phenomenon that accompany the development of personality even in early childhood, because the earlier the assistance was provided the better the results will be. In particular, it is said that the formation of speech is one of the most important components of harmonious child’s personality. Its atypical development can lead to incorrect pronunciation and, at more complex disorders, can lead disorders in many mental structures: thinking, memory, attention and emotional-volitional sphere, of course. In this article the authors had a goal to determine peculiarity of emotional-volitional sphere in preschool children with dyslallia. Among the tasks that must be performed to achieve the goal, the main ones are: theoretical analysis of scientific works on this issue; realization an empirical study of specifics emotional-volitional processes in pre- schooler with dyslallia and definition of relationships between the level of development of emotional-volitional sphere and speech disorders in preschool children.

scholarly journals THE STATUS OF GENDER-ROLE IDENTITY IN SENIOR PRESCHOOL CHILDREN FROM SINGLEAND TWO-PARENT FAMILIES

2018 ◽  
pp. 114-121
Author(s):  
O. P. Tsaritsentseva
Keyword(s):  
Preschool Children ◽  
Gender Role ◽  
Identity Formation ◽  
Empirical Research ◽  
Modern Science ◽  
Role Identity ◽  
Preschool Age ◽  
Gender Role Identity ◽  
The Status ◽  
Theoretical Generalization

The article features the results of theoretical generalization and empirical research of the statuses of gender-role identity in senior  preschool children from singleand two-parent families. The article  demonstrates the relevance of the stated problem and assesses the  level of its investigation by modern science. The gender-role identity is analyzed as a consciousness component, which reflects  understanding of oneself as a representative of the defined sex. It  also includes stereotypes about masculinity and femininity and the  attitude towards them. The peculiarities of preschool age are described from the position gender-role identity formation. The  empirical research is directed not only at the description of gender- role identity of senior preschool children, but also at the description  and the analysis of features of the status of gender-role identity in  preschool children from full and incomplete families. It has been  proven that the status of gender-role identity of the senior preschool children is only partly defined by the structure of family. Stereotypic  ideas of differences between boys and girls most often are found in  children from disfunctional families, whereas children from full  families more often display an attractive image of the opposite sex.  Children from twoparent families incorrectly identify themselves with age.

scholarly journals Features of the value orientations formation in the middle - older preschool age range

2019 ◽  
Vol 36 (6) ◽  
pp. 37-41
Author(s):  
I. Karabayeva
Keyword(s):  
Preschool Children ◽  
Personality Traits ◽  
Empirical Research ◽  
Value Orientations ◽  
Preschool Age ◽  
Dynamic Changes ◽  
Semantic Categories ◽  
Age Range ◽  
External Characteristics

The article, based on empirical research, outlines the results of qualitative restructuring and dynamic changes in the formation of value orientations in preschool children in the age range of 5 - 6 years. The paper demonstrates that the process of becoming value orientations at six years is the most dynamic despite all the individually variational features. The author emphasizes that between 5 and 6 years there is a significant increase in important components of value orientations and their adequately motivated expression. It is claimed that in the age range from middle to older preschool age, meaningful orientations change in the filling of its constituent components towards greater differentiation (components become more), completeness (transition from external characteristics to behavioural manifestations, personality traits and semantic categories), awareness (the importance and significance of the conscious components increases) and resilience (increasing the number of persistent traits and qualities that describe pre-schoolers’ value orientations). The author describes personal centralization as one of the peculiarities of the value orientations formation at children in children of middle and older preschool age.

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