The psychological and pedagogical characteristics of children with speech impairments are used in the development of FSES in the system of preschool education. State standards are especially important for taking into account the individual needs of each child, which are determined on the basis of health status and other life circumstances. The psychological and pedagogical characteristics of children with speech impairments make it possible to understand what conditions must be created so that each child in this category can receive a quality education.
Speech Skills in Children
Successful socialization of a child is impossible without communication. At the same time, to achieve the necessary results in communication with adults and peers can only those children who are proficient in oral speech.
The all-absorbing information and technological processes are not reflected in the most favorable way on the development of communication among young children. Along with diseases of the central nervous system, hearing impairment, a negative impact on socialization and all-round development of the child is the enthusiasm for computer games, cartoons. Such children are often removed from the team, it is difficult for them to learn to understand the feelings of relatives and friends, over time, difficulties arise when interacting with others.
Given the psychological characteristics of children with speech impairment, it is quite difficult to choose the appropriate method of successful socialization for such kids. First of all, it is required to teach the child to perceive himself as an independent subject of speech activity, to form the ability to interact in joint activities with peers and adults.
The number of children with speech impairment is increasing every year. Most often, these babies are trained in institutions of a general developmental type. Therefore, each teacher in kindergarten should have an idea of the psychological and pedagogical characteristics of children with speech impairments, be able to distinguish between types of deviations, be aware of their features and rules for working with such kids. A modern teacher should be able to build the pedagogical process and take into account age-related features, educational needs, the capabilities of each child, including persons with disabilities - in other words, do everything necessary for the successful adaptation and socialization of children with speech impairments.
Characteristic signs and related symptoms
Consider the clinical and psychological characteristics of children with speech disorders. Deviations in the psycho-emotional state in babies with such disorders are often caused by functional or organic causes. In a predominant number of cases, children with speech impairments have pathologies of the central nervous system.
Organic brain damage is the cause of a number of characteristic features in the work of the body and the well-being of babies. Most of them:
- does not tolerate hot and stuffy weather;
- suffers from motion sickness while riding in a car, bus and other modes of transport;
- complains of nausea, headaches, dizziness.
Many children show a violation of the vestibular apparatus, coordination and articulation movements. Kids with speech abnormalities quickly get tired of the monotonous activity. As a rule, a child who has speech problems is irritable, excitable, disinhibited. Usually he does not sit for a long time in one place, constantly fumbling in his hands, dangling his feet.
The psychological and pedagogical characteristics of children with speech impairments suggest a lack of emotional stability - their mood changes in a matter of minutes. There may be a decadent mood with manifestations of aggression, anxiety, anxiety. Inhibition and lethargy in babies who have problems communicating with others are rare. By the end of the day, the symptoms of a central nervous system disorder increase, manifesting:
- headaches;
- insomnia or, conversely, drowsiness;
- lack of perseverance;
- increased performance.
Speech Disorders in School Children
In the pedagogical characteristics of students with speech impairments, their constant motor activity is noted. They constantly walk around the classroom, can get up in the classroom and ignore the teacher’s comments. The memory and attentiveness of schoolchildren is poorly developed, there is a low level of understanding of verbal constructions, the regulatory function of speech does not work well.
Children with speech abnormalities are uncontrollable, it is difficult for teachers to control their behavior, engage in cognitive activities for a long time, children have a low level of mental performance. The mental state of such babies is extremely unstable, but during the period of psychosomatic well-being they often achieve significant learning outcomes.
Against the background of functional abnormalities in the central nervous system, children often experience neurotic reactions, they can react violently to the teacher’s comments and disrespect their classmates. The behavior of schoolchildren is often characterized by aggression and increased excitability, but in some cases such children are shy, indecisive, timid.
What are speech disorders
Creating a psychological profile for children with speech impairment depends on the type of disorder. Conventionally, problems associated with pronunciation and communication are divided into several categories:
- deviations in the pronunciation of sounds - dyslalia, dysarthria, rhinolalia;
- systemic disorders in which problems of a lexical, phonetic, grammatical nature are noted - aphasia, alalia;
- failure of the pace and rhythm of speech - stuttering, tachyllalia, bradylalia;
- problems with the voice - dysphonia, aphonia.
Psychologists and educators attribute all speech disorders to phonetic-phonemic deviation, general speech underdevelopment and communicative dysfunctions. The characteristics of the psychological and pedagogical features of children with speech disorders depend on the type of deviation.
What is dyslalia?
Speaking briefly about the psychological characteristics of children with different types of speech disorders, it is difficult to characterize each type of speech defect. Let's pay attention to the most common deviations.
For example, dyslalia is more common than other types of speech disorders. The essence of this disorder is the incorrect pronunciation of sounds, which is expressed in their replacement, distortion. In the presence of such a defect, the child is not able to recognize sounds, which leads to incorrect perception of syllables. Thus, dyslalia prevents the correct perception of words by both the speaker himself and the person who listens to him.
A very common is the erroneous reproduction of voiced and noisy as paired deaf to them. For example, “g” is heard as “sh,” “d” as “t,” “z” as “s,” etc. Many children do not distinguish between whistling and hissing sounds, anterolingual and posterolingual, lingual hard and soft.
Another common form of speech disorder is dysarthria.
Dysarthria is an altered pronunciation that occurs as a result of organic damage to the brain or peripheral nervous system. The main distinguishing feature of dysarthria is that with this violation, the reproduction does not affect any particular sounds, but all the pronunciation functions.
Such children have limited mobility of the muscles of the face. With speech and facial expressions, the child's face remains frozen, emotions, experiences are weakly reflected on it, or they are not reflected at all. Speech in children with such a violation is fuzzy, blurry, the pronunciation of the sound is weak, quiet. With dysarthria, the respiratory rhythm is disturbed. Speech loses its fluidity, either accelerating or slowing down.
A characteristic feature of this deviation is a defect in sound pronunciation and voice, which is combined with malfunctions in motor skills and speech breathing. Compared with dyslalia, dysarthria is characterized by a violation of the pronunciation of not only consonants, but also vowels. Moreover, the vowels seem to be specially lengthened by the child in such a way that in the end they are all closer in sound to the neutral sounds “a” or “o”. With dysarthria, consonants at the beginning or end of a word are pronounced with some tension, sometimes they are heard with sounds. Also, children observe melodic-intonational discrepancies, violations of the grammatical structure.
Principles of working with such children
The study of the psychological characteristics of children with speech disorders is of great importance when fulfilling the requirements of the education and training program in the general education system. The individual training plan for a child with speech impairment necessarily includes exercises, the implementation of which is aimed at eliminating defects in the sensory, intellectual sphere that are the causes of speech impairment. At the same time, the task of the teacher is to direct all his strength to the development and improvement of the work of safe analyzers.
The teacher or educator must create all the necessary conditions for the development of memory, attention, all forms of thinking. Particular attention should be paid to the development of cognitive interest in the child. Given the psychological characteristics of children with speech impairments, which are difficult to say briefly, it is first of all important to form cognitive activity.
Against the background of speech impairment, the child lacks full communication with peers and adults. This implies another task of the teacher - to create a favorable environment in the children's team, to enable each child to believe in himself, to minimize the negative experiences associated with speech disorders.
The value of speech therapy classes
In the pedagogical characteristics of children with speech impairments there is a place for a compulsory section on speech therapy work. The program of this direction is aimed at overcoming the general underdevelopment of speech and the formation of communication skills. The main emphasis here is on the correct pronunciation of vowels and consonants, syllabic structures, grammatically correct reproduction of heard phrases, sentences.
Speech therapist monitors the dynamics of speech activity at each stage of the process of correctional education. The specialist must observe how children manifest themselves in speech, whether positive changes occur: whether children monitor their own speech, whether they try to correct their speech defects, adhere to given grammatical forms, etc.
Given the pedagogical characteristics of children with speech impairment, it is worth noting how important it is to tactfully indicate to the child his mistakes. Correction can be considered correct when the teacher gives the correct pattern instead of repeating the wrong form or word. Pointing to the fact of a mistake is meaningless, something else is important: the child needs to remember the correct pronunciation variants and, working on himself, achieve his goals. Children should catch the teacher’s remarks and be able to hear, recognize grammatical and phonetic errors in their speech, and strive for independent correction. To this end, the teacher should work to attract the attention of the child to his pronunciation.
In the process of speech therapy classes, individual characteristics of students with speech impairments should be taken into account. From a pedagogical point of view, children over 7-8 years of age better control their emotions, acquire the skills of self-control and self-criticism, therefore, it is not necessary to interrupt the student's speech to correct his mistakes. A more expedient and effective way in speech therapy is the method of delayed correction: it is necessary to give the child to speak out and, when he finishes, tactfully point out the mistakes.
Knowing the psychological characteristics of students with speech impairments, the teacher should set himself the task of becoming a model for such children. His speech should be intelligible and clear, not consist of complex structures, introductory words and other elements that complicate the perception of speech.
How to deal with preschool children
Children under the age of seven are especially interested in topics related to animals and natural phenomena. Kids learn to highlight details that are specific to a particular time of the year. That is why, for the formation of their speech skills, practical interaction with objects, participation in various activities, observation of natural phenomena are mandatory.
Exercises on the development of logic and memory should be present as training elements in the methodological block for each new topic. For preschoolers, exercises are considered effective that help teach children to correctly compare objects and highlight their common features, group by specific features or purpose. Moreover, it is important that in the process the child learns to give accurate answers to the questions posed.
At the heart of classes with preschoolers are children's knowledge of the environment. Among the topics in which educational didactic games are held, it is worth noting:
- items of clothing;
- names of professions;
- dishes and kitchen utensils;
- vegetables and fruits;
- Toys
- seasons.
Conclusion
A teacher who works with children with speech defects should take into account several key points in their professional activities:
- individual speech and communication impairment for each student, pupil;
- physical and psychological capabilities of children of the corresponding age category;
- characterological nuances.
In the process of corrective work, the teacher should pay increased attention to the development of attention and memory in children, as they are closely related to speech abilities. For preschoolers, learning will be effective if carried out in a playful way. It is also important to include in the development program exercises for the development of hand motor skills and the improvement of verbal and logical thinking. You can’t stop working on honing your emotional-volitional qualities, because self-doubt, aggressiveness, mild excitability are often the result of speech disorders.
The use of the psychological characteristics of schoolchildren with speech impairments allows you to create the most comfortable conditions for corrective learning in a game form using special attributes, zoning spaces and other ways of working with children. For students, the game should be procedural in nature and not be deprived of a creative approach. It should be borne in mind that it is advisable for the teacher taking part in the game to take on secondary roles, because children are more actively involved in the process if they have primary roles. In this scenario, they become more relaxed, act more actively and more inventively.