Psychological and pedagogical characteristics of children with speech disorders are used in the development of the Federal State Educational Standard in the system of preschool education. State standards are especially important to take into account the individual needs of each child, which are determined based on the state of he alth and other life circumstances. The psychological and pedagogical characteristics of children with speech disorders allows us to understand what conditions must be created so that every child in this category can receive a quality education.
Children's language skills
Successful socialization of a child is impossible without communication. At the same time, only those children who speak at a sufficient level can achieve the necessary results in communication with adults and peers.
All-consuming information and technological processes are not in the most favorable wayaffect the development of communication among young children. Along with diseases of the central nervous system, hearing impairment, the socialization and all-round development of the child is negatively affected by the passion for computer games and cartoons. Such children are often removed from the team, it is difficult for them to learn to understand the feelings of relatives and friends, and over time, difficulties arise when interacting with others.
Given the psychological characteristics of children with speech impairment, it is quite difficult to choose the appropriate way of successful socialization for such kids. First of all, it is required to teach the child to perceive himself as an independent subject of speech activity, to form the ability to interact in joint activities with peers and adults.
The number of children with speech disorders is increasing every year. Most often, these kids are trained in institutions of a general developmental type. Therefore, every kindergarten teacher should have an idea about the psychological and pedagogical characteristics of children with speech disorders, be able to distinguish between types of deviations, be aware of their characteristics and the rules for working with such kids. A modern teacher should be able to build the pedagogical process and take into account the age characteristics, educational needs, the capabilities of each child, including those with disabilities - in other words, do everything necessary for the successful adaptation and socialization of children with speech disorders.
Characteristics and accompanyingsymptoms
Let's consider the clinical and psychological characteristics of children with speech disorders. Deviations in the psycho-emotional state in children with such disorders are more often caused by functional or organic causes. In the predominant number of cases, children with speech disorders have pathologies of the central nervous system.
Organic brain lesions are the cause of a number of characteristic features in the functioning of the body and the well-being of babies. Most of them:
- does not tolerate hot and stuffy weather;
- suffers from motion sickness while riding in a car, bus and other modes of transport;
- complains of nausea, headaches, dizziness.
Many children have a violation of the vestibular apparatus, coordination and articulatory movements. Toddlers with speech deviations quickly get tired of the monotonous type of activity. As a rule, a child with speech problems is irritable, excitable, and disinhibited. Usually he does not sit in one place for a long time, constantly fiddling with something in his hands, dangling his legs.
Psychological and pedagogical characteristics of children with speech disorders suggests a lack of emotional stability - their mood changes in a matter of minutes. There may be a decadent mood with manifestations of aggression, anxiety, restlessness. Lethargy and lethargy in babies who have problems communicating with others are rare. By the end of the day, the symptoms of the central nervous system disorder intensify, manifesting:
- headaches;
- insomnia or vice versadrowsiness;
- lack of perseverance;
- increased performance.
Speech disorders in school-age children
In the pedagogical characteristics of schoolchildren with speech disorders, their constant motor activity is noted. They constantly walk around the classroom, they can get up in class and ignore the teacher's remarks. Schoolchildren's memory and attentiveness are poorly developed, there is a low level of understanding of verbal constructions, and the regulatory function of speech does not work well enough.
Children with speech disorders are uncontrollable, it is difficult for teachers to control their behavior, engage in cognitive activities for a long time, the guys have a low level of mental performance. The mental state of such babies is extremely unstable, but during the period of psychosomatic well-being, they often achieve significant results in their studies.
Against the background of functional deviations in the work of the central nervous system, children often experience neurotic reactions, they can react violently to the teacher's remarks and disrespect their classmates. The behavior of schoolchildren is often characterized by aggression and increased excitability, however, in some cases, such children are shy, indecisive, shy.
What are speech disorders
Creation of the psychological characteristics of children with speech disorders depends on the type of disorder. Conventionally, the problems associated with pronunciation and communication are divided into several categories:
- deviations in the pronunciation of sounds - dyslalia, dysarthria, rhinolalia;
- systemic disorders in which there are problems of a lexical, phonetic, grammatical nature - aphasia, alalia;
- failure of the tempo and rhythm of speech - stuttering, takhilalia, bradilalia;
- voice problems - dysphonia, aphonia.
Psychologists and teachers refer all speech disorders to phonetic-phonemic deviation, general underdevelopment of speech and communication dysfunctions. The characteristics of the psychological and pedagogical characteristics of children with speech disorders depend on the type of deviation.
What is dyslalia?
Speaking briefly about the psychological characteristics of children with speech disorders of various types, it is difficult to characterize each type of speech defect. Let's pay attention to the most common deviations.
For example, dyslalia is more common than other types of speech disorders. The essence of this disorder lies in the incorrect pronunciation of sounds, which is expressed in their replacement, distortion. In the presence of such a defect, the child is not able to recognize sounds, which leads to incorrect perception of syllables. Thus, dyslalia prevents the correct perception of words by both the speaker and the person who is listening.
Very common is the erroneous reproduction of voiced and noisy voices as deaf pairs. For example, “g” is heard as “sh”, “d” - like “t”, “z” - like “s”, etc. Many children do not distinguish between whistling and hissing sounds,anterior-lingual and posterior-lingual, lingual hard and soft.
Another common type of speech disorder is dysarthria
Dysarthria is an altered pronunciation that occurs as a result of an organic lesion of the brain or peripheral nervous system. The main distinguishing feature of dysarthria is that with this violation, the reproduction of not some individual sounds suffers, but all pronunciation functions.
Such children have limited mobility of facial muscles. During speech and facial expressions, the child's face remains frozen, emotions, experiences are weakly reflected on it, or not reflected at all. The speech of children with such a disorder is fuzzy, blurred, the sound pronunciation is weak, quiet. With dysarthria, the respiratory rhythm is disturbed. Speech loses its smoothness, sometimes speeding up, then slowing down.
A characteristic feature of this deviation is a defect in sound pronunciation and voice, which is combined with failures in motor skills and speech breathing. In comparison with dyslalia, dysarthria is characterized by a violation of the pronunciation of not only consonants, but also vowels. Moreover, the vowels seem to be deliberately lengthened by the child in such a way that, as a result, they are all close in sound to the neutral sounds “a” or “o”. With dysarthria, consonants at the beginning or end of a word are pronounced with some tension, sometimes they are heard with overtones. Also, children have melodic-intonational inconsistencies, violations of the grammatical structure.
Principles of working with suchchildren
The study of the psychological characteristics of children with speech disorders is of great importance in fulfilling the requirements of the education and training program in the general education system. The individual training plan for a child with speech disorders necessarily includes exercises, the implementation of which is aimed at eliminating defects in the sensory, intellectual sphere, which are the causes of speech disorders. At the same time, the task of the teacher is to direct all his efforts to the development and improvement of the work of preserved analyzers.
A teacher or educator must create all the necessary conditions for the development of memory, attention, all forms of thinking. Particular attention should be paid to the development of cognitive interest in the child. Taking into account the psychological characteristics of children with speech disorders, which are difficult to briefly describe, it is first of all important to form cognitive activity.
Against the background of speech disorders, the child lacks full-fledged communicative contacts with peers and adults. This implies another task of the teacher - to create a favorable environment in the children's team, to enable each child to believe in himself, to minimize the negative experiences associated with speech disorders.
The importance of speech therapy classes
In the pedagogical characteristics of children with speech disorders there is a place for a mandatory section on speech therapy work. The program of this direction is aimed at overcoming the generalunderdevelopment of speech and the formation of communication skills. The main emphasis here is on the correct pronunciation of vowels and consonants, syllabic structures, grammatically correct reproduction of heard phrases, sentences.
Speech therapist monitors the dynamics of speech activity at each stage of the process of remedial education. The specialist should observe how children manifest themselves in speech, whether there are positive changes: whether children follow their own speech, whether they try to correct their own speech defects, whether they adhere to given grammatical forms, etc.
Taking into account the pedagogical features of children with speech impairment, it is worth noting how important it is to tactfully point out the child's mistakes. Correct correction can be considered when the teacher gives the correct sample instead of repeating the wrong form or word. It is pointless to point out the fact of an error, something else is important: the child needs to remember the correct pronunciation options and, working on himself, achieve his goals. Children should catch the teacher's comments and be able to hear, recognize grammatical and phonetic errors in their speech, and strive for self-correction. To this end, the teacher should work to draw the child's attention to his pronunciation.
In the process of speech therapy classes, individual characteristics of schoolchildren with speech disorders should be taken into account. From a pedagogical point of view, children older than 7-8 years better control their emotions, acquire skillsself-control and self-criticism, therefore it is not necessary to interrupt the student's speech to correct his mistakes. A more appropriate and effective way in speech therapy is the method of delayed correction: it is necessary to let the child speak and, when he finishes, tactfully point out the shortcomings.
Knowing the psychological characteristics of schoolchildren with speech disorders, the teacher should set himself the task of becoming a model for such children. His speech should be intelligible and clear, not consist of complex constructions, introductory words and other elements that complicate the perception of speech.
How to engage with preschool children
Children under the age of seven are especially interested in topics related to animals and natural phenomena. Toddlers learn to highlight the details that are characteristic of a particular season. That is why, for the formation of their speech skills, practical interaction with objects, taking part in various activities, observing natural phenomena are mandatory.
Exercises to develop logic and memory should be present as training elements in the methodological block for each new topic. For preschoolers, exercises that help teach children to correctly compare objects and highlight their common features, group them according to specific features or purpose are considered effective. Moreover, it is important that in the process the child learns to give accurate answers to the questions posed.
Preschool activities are based on children's knowledge of the environment. Among the topics in which educational didactic games are held isnote:
- items of clothing;
- professional names;
- dishes and kitchen utensils;
- vegetables and fruits;
- toys;
- seasons.
Conclusion
A teacher who works with children with speech defects should take into account several key points in their professional activities:
- individual speech and communication disorders for each student, pupil;
- physical and psychological capabilities of children of the corresponding age category;
- characterological nuances.
In the process of corrective work, the teacher should pay increased attention to the development of children's attention and memory, as they are closely related to speech abilities. For preschoolers, learning will be effective if it is carried out in a playful way. It is also important to include in the development program exercises for the development of motor skills of the hands and the improvement of verbal and logical thinking. It is impossible to stop working on honing emotional and volitional qualities, because self-doubt, aggressiveness, and slight excitability are often the result of speech disorders.
The use of the psychological characteristics of schoolchildren with speech disorders allows you to create the most comfortable conditions for corrective learning in a playful way using special attributes, space zoning and other ways of working with children. For schoolchildren, the game should be procedural in nature and not losecreative approach. At the same time, it should be borne in mind that it is advisable for the teacher taking part in the game to take on the performance of secondary roles, because children are more actively involved in the process if they fall into the roles of the first plan. In this scenario, they become more relaxed, active and resourceful.
