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.).

The article reviewed the theoretical and methodological aspect of the problem of forming professional competencies of University students in the process of using the pedagogical potential of case-technology. The authors consider the case method as a unique technology used in the process of preparing students of special (defectological) education to work with children with special educational opportunities.

The article examines the theoretic and methodological aspect, the technology of special education, aimed at developing motivational school-readiness education of children with systemic speech disorders. Motivational school-readiness to study is considered from various positions: from a social position (motives related to the need for communication, evaluation and approval, the desire to take a certain place in the system of social relations) and cognitive position (motives related to educational activities, the need for intellectual activity and the acquisition of new skills, skills and knowledge).

The article presents the theoretical and methodological aspect of the problem of preparing students of the pedagogical college for professional activities with children with severe speech disorders. The working program of the academic discipline “Organization and content of speech therapy support for children with severe speech disorders”, specialty 44.02.01 Preschool education, describes the practice-oriented pedagogical technologies for including students in working with children with speech disorders.

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