LOGOPEDICAL EXAMINATION IN THE SYSTEM OF PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR CHILDREN OF EARLY AGE

Abstract

The article substantiates the relevance of supporting families with children who have been diagnosed or are at risk of psychophysical development disorders, that is, the introduction of early intervention at the state level. Failure to provide early intervention services to families with children with special needs contributes to the emergence of undesirable social phenomena, such as the abandonment of children by parents and their transfer to institutions and foster families, the destruction of families that do not abandon children. Attention is drawn to the fact that at the current stage in the system of special education of Ukraine, the term "psychological-pedagogical support of young children and their families" is more correct and acceptable. Based on the analysis of various scientific approaches, the definition of psychological and pedagogical support for the development of young children is formulated as the ability of an educational specialist to comprehensively support the physical and mental development of a child based on professional knowledge about the physiological, psychological and individual characteristics of the development of young children; the ability to create conditions for the full-fledged development of mental processes in various types of activities of young children, taking into account the leading types of activities and the laws of development in order for the child to accept himself and other people. The purpose of the research is to analyze the components of the speech therapy examination of young children in the system of their psychological and pedagogical support. A child from birth to three years naturally actively learns speech, as this is determined by his needs for cognition, communication, and self-realization. Speaking contributes to the formation of its intellectual potential, increases cognitive activity, qualitatively expands the worldview, stimulates and enriches communication skills. In the first year of life, the child’s priority is emotional communication, in the second year, subject activity is an important indicator, in the third year, game activity is actively developing. All these processes are mediated by the perception and understanding of speech addressed to the child, the development of one’s own speech as a factor in knowing oneself as an individual, the environment, and the development of children’s cognitive abilities. The main task of the speech therapy examination of young children is an in-depth, maximally objective analysis of the child’s speech development, the identification of factors that negatively or positively affect this process, with the aim of early recognition and detection of speech disorders.