The aim of the study is to investigate the formation of the components of speech readiness for school in preschool children with speech disorders. The study used research methods that allowed to experimentally investigate the development of the components of speech readiness: cognitive, motivational and emotional. It has been established that in children with speech disorders all components of speech readiness are impaired and require specific training.

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<p>In order to understand the relationship between speech disorders and aggressive behaviour, the dependence of aggressive behaviour in young school-age children on their speech disorders was studied experimentally. The study had 286 children (6 to 10 years old), 57% of them with typical psychophysical development and 43% with speech disorders in Ukrainian schools. According to the results of the summary of the scientific methods, there have been discoveries of three types of aggression and six subtypes of aggression and also their features: the self-regulating type of aggression incorporates the controlled and the competitive subtypes; covert type – defensive and depressive; behavioural type – demonstrative and physical. The findings indicate that the more complex the speech disorder is, the greater the manifestation of depressive, demonstrative and physical aggression is. The more complex the state of aggression is, the harder it is to realize it. A child cannot always overcome such states on his/her own; therefore, he/she needs co-education, adult assistance.</p><p>Norint suprasti ryšį tarp kalbos sutrikimų ir agresyvaus elgesio, buvo eksperimentiškai tiriama jaunesniojo mokyklinio amžiaus vaikų agresyvaus elgesio priklausomybė nuo jų kalbos sutrikimų. Tyrime dalyvavo 286 Ukrainos mokyklų mokiniai (nuo 6 iki 10 metų), iš jų 57% –  tipiškos psichofizinės raidos ir 43% – turintys kalbos sutrikimų. Remiantis mokslinių metodų santraukos rezultatais, buvo nustatyti trys agresijos tipai ir šeši agresijos potipiai, taip pat jų ypatybės: savireguliacinis agresijos tipas apima kontroliuojamą ir konkurencinį agresijos potipius; paslėptas tipas – gynybinį ir depresinį; elgesio tipas – demonstratyvųjį ir fizinį. Išvados rodo, kad kuo sudėtingesnis yra kalbos sutrikimas, tuo labiau pasireiškia depresinė, demonstratyvi ir fizinė agresija. Kuo sudėtingesnė agresijos būsena, tuo sunkiau ją suvokti. Vaikas ne visada pats gali įveikti tokias būsenas; todėl jam reikalingas mokymasis kartu, suaugusiųjų pagalba.</p><p> </p><p> </p>

The purpose of this study is to identify the current state of emotional literacy, which affects the speech readiness to study at school of older preschool children with logopathology. The main priority of older preschoolers is that they are already able to manage their emotions and feelings, which acquire stability and validity. During training, moral, aesthetic, motivational, cognitive feelings are built on their basis. Emotional readiness determines in children an adequate reaction to life situations, understanding of actions and consequences of emotional states (emotional prediction); awareness of one's experiences, the ability to explain one's condition (feelings become arbitrary, controlled), which is extremely important for a future student. This especially applies to children with speech pathology. The results of the experimental study give a clear idea that there are significant differences between the groups of children with logopathology and those with normotypical psychophysical development regarding the formation of the emotional component of the psychological component of speech readiness for school: insufficiently formed knowledge about schematic types of emotions, which reveals a low level of awareness and ideas about types of emotions and their properties; insufficiently developed ability to analyze the facial expressions of the close environment; not understanding what kind of emotion a person can feel in different life situations. Their knowledge is limited to a small number of emotions, so during mood swings it is difficult for them to explain their emotional state or identify it in others; during communication, negative emotions are inherent (stubbornness, behavioral negativism, anxiety, fear of something new, in particular, speech). The obtained research materials and statistical evidence allow us to conclude that the majority of older preschool children with logopathology have an insufficiently formed emotional regulation; more often than children with normotypical development, they experience negative emotions during communication both with peers and with adults. The research materials indicate the unformed readiness of this category of children to interact in the conditions of schooling.

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