PSYCHOLOGICAL AND PEDAGOGICAL CLASSIFICATION SPEECH DISORDERS OF PRESCHOOL CHILDREN AND YOUNGER SCHOOL AGE

Abstract

The article examines the psychological and pedagogical classification of speech disorders of children of preschool and primary school age, because according to statistics, the number of children with speech disorders is increasing every year. It is in the preschool and junior school years that the foundation for the successful development of speech is created, and this is facilitated by the corrective and pedagogical work of teachers, which determines the relevance of this study. The purpose of the article is a theoretical analysis of the psychological and pedagogical classification of speech disorders of children of preschool and primary school age. Scientific novelty: the reliability of the psychological-pedagogical classification of speech disorders of children of preschool and primary school age during the correctional-pedagogical work of the teacher is possible under the condition of accurate diagnosis of speech defects in children of preschool and primary school age, timely correctionalpedagogical work on propaedeutics of speech disorders, formation and improving the speech skills of children of preschool and primary school age. The topic of the multifaceted problem of diagnosing and correcting speech disorders in children of preschool and primary school age is revealed in fundamental classical and modern scientific research. Various classifications have been proposed based on the correctional and pedagogical experience of many researchers: psychologists, speech therapists, language educators. The essence of the concepts: "phonetic speech disorders", "phonetic-phonemic speech disorders", "lexical-grammatical underdevelopment of speech", "general underdevelopment of speech" was determined. The psychological-pedagogical and clinical-pedagogical classification of speech disorders of children of preschool and primary school age is taken into account. It has been proven that, along with verbal disorders, children are characterized by certain features of higher mental functions: instability of voluntary attention, switching difficulties, memory stability (especially for language material), difficulties in understanding abstract concepts, etc. All this prevents successful educational activity and causes unstable academic performance of children. Therefore, in elementary school students with normotypical development, speech should be formed at the lexical, grammatical, and phonemic levels. Therefore, an integral element of the educational process at this stage of society’s development is the correctional and pedagogical work of teachers on students’ speech deficiencies.