The state of development of components of speech readiness of older preschool children with speech disorders

Bielova, Olena

doi:10.15388/se.v1i42.528

Cited by 10 publications

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“…Scientific studies of scientists prove that the lack of neuromotor functionality, in particular, kinesthetic and kinetic hand praxis in older preschool children with logopathology delays not only physical but also intellectual [6,10,11] and speech [7,16] development. Konoplyasta [11] claimed in her scientific works that under the conditions of favorable development of the child, her sensorimotor activity is harmoniously switched into a hierarchical structure of voluntary activity.…”

Section: Discussionmentioning

confidence: 99%

“…But this level was most characteristic of children with dysarthria (45.5% (n = 214)), who have weakly developed finger praxis; with a neurotic form of stuttering (15% (n = 6)), in which we note the lack of fine motor skills, the need for additional instruction, a visual sample. Preschoolers of this group did not pay attention to their motor errors, all attempts to complete the task had shortcomings: a long search for the position of joining the thumb and index fingers into a ring (they connected different fingers); difficulty moving from the position of Having uncomplicated speech disorders or their long-term correction allows children to fully perform differentiated motor exercises [10,11]. The results of the study of the performance of the task "Differentiated hand movements" showed that high scores belonged mostly to children with normotypical development (49.6% (n = 124)) and 31.4% (n = 112) with logopathology.…”

Section: Discussionmentioning

confidence: 99%

“…Research Hypothesis. Taking into account scientific research [10,11], we can assume that the lack of neuromotor functionality is present in a significant percentage of preschoolers with speech disorders. And this becomes a characteristic feature of this category of children [12].…”

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Description of kinesthetic and kinetic motor praxis in older preschool children with logopathology

Bielova,

Konopliasta

2023

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Background and Study Aim. The development of kinesthetic and kinetic hand praxis in older preschool children is a prerequisite for successful learning in school conditions. The purpose of this study is to identify the current state of neuromotor functionality kinesthetic and kinetic hand praxis, which affects readiness for schooling, in older preschool children with speech pathology. Material and Methods. Research methods are aimed at studying the components of neuromotor functionality: kinaesthetic and kinetic wrist praxis. To study the kinesthetic praxis of the hands, the task "Fine motility of the fingers" was used. Kinetic praxis was studied during the task "Differentiated movements of the hand". They studied the formation of object-kinetic praxis during "Performing actions with objects". Results. The results of the experimental study give a clear idea that there are significant differences in the formation of neuromotor functionality between the groups of children with logopathology and those with normotypical psychophysical development. In older preschool children with speech disorders, low abilities were found when performing tasks of kinaesthetic and kinetic praxis: wrist (fussy movements of fingers and hands; searching for the right position, the incorrect joining of fingers, hand positions; the presence of perseveration of previous movements; underdeveloped fine motility of fingers of hands; difficulties in subject activities). Children are passive during classes, they need constant support from the teacher. Conclusions. The revealed unformed state of neuromotor functionality confirms our hypothesis. Impairment of neuromotor function of kinesthetic and kinetic hand praxis is present in a significant percentage of preschoolers with speech disorders, which becomes a characteristic feature of this category of children and affects further physical, intellectual, and semiotic development.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Description of kinesthetic and kinetic motor praxis in older preschool children with logopathology

Bielova,

Konopliasta

2023

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“…Ключові слова: діагностика емоцій, діти старшого дошкільного віку, емоційна грамотність, емоції, порушення мовлення. Визначені результати дослідження свідчили про важливість розвитку в дітей знань про емоції та розвиток мовленнєвих здібностей з метою покращення розуміння ними психічних станів Bielova, 2019Bielova, , 2021Helland, Posserud, Lundervold, 2020).…”

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“…Для вивчення емоцій розроблено різні діагностичні матеріали, найбільш популярними стають дослідження лицьової експресії P. (Бєлова, 2022а, 2022b. (Bielova, 2019(Bielova, , 2021Helland, Posserud, Lundervold, 2020;Ekman, 1992;Russell, 1980; Abstract. The purpose of this is to identify the current state of emotional literacy, which affects the speech readiness to study at school of older preschool children with logopathology.…”

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The Current State of the Formation of Emotional Literacy of Older Preschool Children with Logopathology

Bielova¹

2023

Educological discourse

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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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Description of the formation of verbal and logical thinking in older preschool children with logopathology

Bielova¹

2023

BLTSNU

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The purpose of this study is to identify the current state of formation of verbal and logical thinking in older preschool children with speech development disorders, which affects their speech readiness for learning in general secondary education institutions. Research tasks is a theoretical analysis of scientific sources on the problem of study; specify research methods and parameters that reveal the level of formation of verbal and logical thinking; carrying out a comparative analysis of the study results of children of older preschool age with malignancy and normotypical psychophysical development. Research methods are methods with tasks aimed at learning the ability to classify subjects by common features at the verbal level, generalize issues and abstract phenomena, understand the figurative meaning of words (metaphors), analyze and draw conclusions from the content of the story. The results of the experimental study give a clear idea that there are significant differences between the groups of the studied older preschool children with speech pathology and those with normotypical psychophysical development regarding the formation of verbal-logical thinking and the psychological component of speech readiness. Children of older preschool age with speech disorders needed constant help from an adult. During the tasks, most of them made a slow transition from one type of question to another. In addition, these children made many mistakes: they incorrectly classified and summarized objects by features, could not explain the meaning of metaphors and their figurative meanings, and also had difficulties when analyzing and formulating conclusions to the text. The results of the experimental study show the unformed readiness of this category of older preschool children to integrate into the conditions of general secondary education institutions.

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The state of development of components of speech readiness of older preschool children with speech disorders

Cited by 10 publications

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Description of kinesthetic and kinetic motor praxis in older preschool children with logopathology

Description of kinesthetic and kinetic motor praxis in older preschool children with logopathology

The Current State of the Formation of Emotional Literacy of Older Preschool Children with Logopathology

Description of the formation of verbal and logical thinking in older preschool children with logopathology

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