THEORETICAL FUNDAMENTALS OF PSYCHOCORRECTION OF PRESCHOOLERS WITH SPEECH DISORDERS

Abstract

The article reveals the theoretical foundations of psychocorrection of preschool children with speech disorders. The analysis of psychological and pedagogical literature on the specified problem is carried out, its urgency is proved. It is noted that psychocorrection contributes to the full functioning and development of the individual through the solution of its specific psychological problems, through the impact on individual psychological structures of the child, performing tasks not only change but also learning, formation, development of certain aspects of psychological reality. Incomplete language activity of preschool children leaves an imprint on the formation of children’s sensory, intellectual and affectivevolitional spheres. Preschool children with severe speech disorders are characterized by difficulties in communicative activities, leading to low initiative in interpersonal relationships with peers, inability to be a full partner in the game, to express in words their views and feelings. There is instability of attention, limited possibilities of its distribution. With relatively preserved logical memory in preschool children, verbal memory is reduced, memory productivity suffers. They forget complex instructions, elements and sequence of tasks. Work with preschool children with speech disorders should not end within the educational institution. Parents and relatives should unobtrusively help the child to develop, they should support him, but not do everything for him. The child must feel that he can do everything himself, and that there are people around who will support him in case he makes a mistake. Preschool children with speech disorders are a heterogeneous group of children who are united by the fact that they need specially created conditions for learning socio-cultural experience. Psycho-correctional activities are focused on solving specific problems of learning, behavior or mental well-being. Corrective measures overcome obstacles to the full holistic mental development of preschool children.