SYSTEMS PSYCHOLOGY
AND SOCIOLOGY

    Views: 1174

SPECIAL FEATURES IN DEVELOPMENT OF COMMUNICATIVE READINESS

FOR SCHOOLING IN PRESCHOOLERS WITH SYSTEM SPEECH DISORDERS

I. V. Martynenko,

National Pedagogical University named after M. P. Dragomanov, Kiev, Ukraine,

S. V. Kondukova,

Kindergarten № 37 at the JSCo «RZD», Moscow

The article presents theoretical and experimental approaches to the concept of «communicative readiness», its content characteristics regarding the children of senior preschool age with system speech disorders (SSD) of primary genesis. The findings of the experimental study of the communicative activity in children of this category are described in the article. The review of the obtained results allowed the authors to conclude that the following components of communicative readiness for the school education were insufficiently developed: means of communication and communicative skills, stable structurally organized communicative activity, and personal communicative arsenal of the children with SSD. For the purpose of systemic intervention, the directions, stages and content of psycho-correctional work aimed at the development of communicative readiness of children with system speech disorders were defined.

The authors also provide theoretical background for correctional and educational work with children directly, and with the teachers and their parents indirectly.

Correction and developmental influence on the communicative development of children with system speech disorders of senior preschool age was carried out with the help of the three-component psychocorrectional work system, involving five stages of implementation: informative and activating; motivational and developing; productive and activity; verbal and reproductive; creative and transformative. Each stage is presented with detailed description of its content and administrative features concerning cooperation with the teachers, parents and children.

The proposed psycho-correctional technologies were used to improve and develop structurally organized communicative activity of children of senior preschool age with system speech disorders combining its operational (communication skills) and personal (communicative features) components. The complex of the described components allowed providing comprehensive influence on the communicative development of the children with SSD, which, in the authors’ opinion, will allow the children to communicate successfully not only within trained situations, but also in the informal environment with peers and adults

Keywords: communicative activity; communicative readiness for school; children of the senior preschool age; the General underdevelopment of the speech; psychocorrection work.

For citation: Martynenko I. V., Kondukova S. V. Special features in development of communicative readiness for schooling in preschoolers with system speech disorders // Systems Psychology and Sociology. 2018. № 3 (27). P. 63–73.

References

1. Artamonova S. V. Overcoming communication disorders in older preschoolers with general underdevelopment of speech by means of corrective-developing environment: a thesis of dis. ... PhD in pedagogical sciences: 13.00.03. M., 2009. 22 p.

2. Valyavko S. M. Motivation features of senior preschool children with general underdevelopment of speech: a thesis of dis. ... PhD in psychology sciences. M. 2006. 24 p.

3. Valyavko S. M., Averyanova E. V. Value orientations in children of the senior preschool age with speech disorders and normative speech development. M.: Buki-Vedi, 2013. 144 p.

4. Volkovskaya T. N. To the problem of communicative disadaptation studying in preschool children with general underdevelopment of speech // Problems of modern pedagogical education. 2017. № 56 (8). P. 322–327.

5. Avdokushina O. V. Pedagogical designing of process of communicative readiness of preschool children // Pedagogical education in Russia. 2014. № 10. P. 155–159.

6. Pedagogical conditions of formation of communicative readiness for school education of children of the senior preschool age: on the example of children with the General underdevelopment of the speech: a thesis of dis. ... PhD in pedagogical sciences: 13.00.01. Kursk, 2007. 193 p.

7. Kopylova E. K. Psycho-correction technology communicative development of children of senior preschool age with General speech underdevelopment: a thesis of dis. ... PhD in psychological sciences: 19.00.10. N. Novgorod, 2011. 264 p.

8. Korzhavina V. V. Development of verbal means of communication in children 3-4 years old with speech and language disorders: a thesis of dis. ... PhD in pedagogical sciences: 13.00.03. M., 2006. 22 p.

9. Kravtsova E. E. Psychological problems of children’s readiness for school. M.: Pedagogica, 1991. 152 p.

10. Levina R. Е. The basis of the theory and practice of a speech therapy. М.: Alyans, 2013. 366 p.

11. Lekhanova O. L. the use of nonverbal means of communication in correctional and speech therapy work with preschool children with ONR: a thesis of dis. .... PhD in pedagogical sciences. M., 2008. 208 p.

12. Pavlova O. S. formation of communicative activity in children of preschool age with General underdevelopment of speech: a thesis of dis. … PhD in pedagogical sciences. M. 1998. 17 p.

13. Pirozhenko T. A. Communicative and speech development of the child. Kyiv: Nora-print. 2002. 310 p.

14. Samohvalova A. G. Communication difficulties of the child: problems, diagnosis, correction: educational and methodical manual. St. Petersburg: Speech, 2011. 432 p.

15. Stepanova E. V. communicative readiness of preschool children to school: a thesis of dis. … PhD in psychological sciences: 19.00.07. M., 1999. 16 p.

16. Usoltseva N. K. the formation of the prerequisites of dialogical communication in children of preschool age with General underdevelopment of speech: a thesis of dis. ... PhD in pedagogical sciences: 13.00.03. M., 1996. 19 p.

17. Fedoseeva E. G. formation of communication skills in children of preschool age with General underdevelopment of speech: a thesis of diss. ... PhD in pedagogical sciences: 13.00.03. M., 1999. 220 p.

18. Sheremet M. K. the formation of vocabulary in older preschoolers in preparation for school. Kyiv: Word. 2016.187 p.

19. Мартиненко І. В. Комунікативний тренінг дітей старшого дошкільного віку з системними порушеннями мовлення : навчально-методичний посібник. Київ: ДІА, 2017. 129 с.

20. Мартиненко І. В. Особливості комунікативної діяльності дітей старшого дошкільного віку з системними порушеннями мовлення: монографія. Киев.: ДІА, 2016. 304 с.

21. Bates E. Explaining and interpreting deficits in language development across clinical groups: where do we go from here? // Brain and Language. 2004. № 88. P. 248–253.

22. Bishop D. V. M. What causes Specific Language Impairment in children? // Current Directions in Psychological Science. 2006. V. 15. P. 217–221.

23. Caughy M. O. Health and environmental effects on the academic readiness of school-age children // Developmental Psychology. 1996. № 32. P. 515–522.

24. Chase-Lansdale P. L., Gordon R. A., Brooks-Gunn J., Р. К. Neighborhood and family influences on the intellectual and behavioral competence of preschool and early school-age children. NY: Russell Sage Foundation, 1997. 356 р.

25. Conti-Ramsden G. Classification of children with specific language impairment: longitudinal considerations / G. Conti-Ramsden, N. Botting // Journal of Speech Language & Hearing Research. 1999. V. 42 (5). P. 195–200.

26. Crnic K., Lamberty G. Reconsidering school readiness: Conceptual and applied perspectives // Early Education and Development. 1994. № 5(2). P. 91–106.

27. Durkin K., Conti-Ramsden G. Language, social behavior, and the quality of friendships in adolescents with and without a history of specific language impairment // Child Development. 2007. V. 78. P. 1441–1457.

28. Joanisse M. F., Seidenberg M. S. Phonology and syntax in specific language impairment: evidence from a connectionist model // Brain and Language. 2003. № 86. P. 40–56.

29. Homer B. D., Tamis-LeMonda C. S. The development of social cognition and communication // Psychology Press. 2013. 378 p.

30. Pramling N., Pramling I. School readiness and school’s readiness // Contemporary debates in childhood education and development. 2012. P. 133.

31. Rice M. L., Tomblin J. B. Grammatical tense deficits in children with SLI and nonspecific language impairment: relationships with nonverbal IQ over time // Journal of Speech, Language and Hearing Research. 2004. № 47. P. 816–834.

32. Spackman M. P. Understanding emotions in context: the effects of language impairment on children’s ability to infer emotional reactions // International Journal of Language and Communication Disorders. 2006. № 41 (2). P. 173–188.

33. Stipek, D. J., Ryan, R. H. Economically disadvantaged preschoolers: Ready to learn but further to go // Developmental Psychology. 1997. № 33(4). P. 711–723.

34. Stolinská D. P., Rašková M., Šmelová E. Communication Competencies of the Child before Starting Compulsory Education as a Factor Affecting the Readiness for School // Annual International Scientific Conference Early Childhood Care and Education, ECCE 2016, 12–14 May 2016, Moscow, Russia. M., 2016. Р. 240–246.

35. Teo A, Carlson E., Mathieu P. J., Egeland B., Sroufe L. A. A prospective longitudinal study of prosocial predictors of achievement // Journal of School Psychology.1996. № 34. P. 285–306.