Yankovskaya Valentina Mikhailovna, Director of the Kindergarten No. 62, 33–2 Gakkelevskaya Street, 197227, St. Petersburg, Russia; e-mail: firstname.lastname@example.org
Akhtyrskaya Yulia Viktorovna, senior teacher, Kindergarten No. 62, 33–2 Gakkelevskaya Street, 197227, St. Petersburg, Russia; e-mail: email@example.com
Kerner Olga Andreevna, physical culture instructor, Kindergarten No. 62, 33–2 Gakkelevskaya Street, 197227, St. Petersburg, Russia; e-mail: firstname.lastname@example.org
In the heading: Original researches
Year: 2020 Volume: 2 Journal number: 2
Article type: scientific and practical
Introduction. Over the past two decades, the statistics of detected deviations in the speech development of children have increased tens of times. It is better to start correcting development problems at an early age.
Aim. Evaluation of results correction of impaired function and socialization of a child of early age with delay of speech development with application of various and variable forms of motor activity and methods of training in the educational organization and in the family.
Materials and methods. In the pre-school educational organization, the team of specialists of the Early Care Service (teacher-speech assistant, instructor in adaptive physical culture and music director) works with children of early age with delay of speech development and their families. During nine months of work (academic year), various and variable forms of motor activity and methods of teaching children from 2 to 3 years of age with delayed speech development combined with corrective logopedic measures were used in the pedagogical and educational process.
The evaluation of the early children’s lexicon was carried out using the questionnaire Development of the initial children’s lexicon of the Federal State Budgetary Scientific Institution “Institute of Corrective Pedagogy of the Russian Academy of Education” created on the basis of the MacArthur Communicative Development Inventory.
The assessment of the use of optimal age targets for development areas (socio-communicative, cognitive, speech, artistic and aesthetic, physical) was carried out according to pedagogical monitoring data.
Results and discussion. According to the results of the educational interaction with the child and family during the school year, it was possible to achieve 92 % of the indicator on the early child lexicon from the optimal (according to the questionnaire), as well as to exceed 90 % of the indicator on the development of optimal age targets according to the data of pedagogical monitoring by areas of development (social-communicative, cognitive, speech, artistic-aesthetic, physical). The expansion of children’s motor activity forms has become a leading component of work to overcome speech delay, along with logopedic.
Diverse motor activity positively affects the cognitive functions of the brain and is the most important condition for the comprehensive development and upbringing of the child.
It is important to constantly offer the child new game options for the development of motor planning and speech.
Such games should be embedded in the child ‘s daily life schedule both in the kindergarten and at home.
The variety and variability of the proposed forms of motor activity and methods of training gives the possibility of optimal corrective impact of specialists of the Early Care Service, like children and parents.
Conclusion. The results show that it is possible to overcome the delay in speech development in children of early age with a comprehensive approach to the problem, combining the efforts of parents and specialists.
Keywords: complex development of all spheres of activity (sensory motor mental and social), labor education, motor activity, motor planning, self-service, sensory development, sensory integration, speech development delay
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