Formation of speech readiness for school in children with general speech underdevelopment in the context of inclusive preschool education
DOI: 10.23951/1609-624X-2024-5-129-137
According to the Federal State Educational Standard for Preschool Education (FSES DO), one of the main results of mastering the educational program is the formation and development of verbal communication skills and the prerequisites for mastering literacy, which is the key to the success of the child’s personality in further schooling. This set of skills in modern science has been transformed into the concept of speech readiness for school. The development of the system of inclusive preschool education in Russia has highlighted the problem of creating an effective system for developing speech readiness for school within a group of a combined type of kindergarten, which has actualized the problem of the study and determined the setting of its goal. The purpose of the study is to identify the features of the formation of speech readiness for school in children with special needs in a group of combined orientation of a preschool educational institution (hereinafter referred to as preschool educational institution). The following research methods were used: observation method, diagnostic tasks, analysis of children's activity products. The level of speech development was assessed using diagnostic materials in accordance with the methodology for monitoring the pedagogical process by N.V. Vereshchagina. The study was conducted on the basis of the Municipal Autonomous Preschool Educational Institution of Combined Kindergarten No. 99 in Tomsk from 2020 to 2023. During this period, monitoring of the speech development of children was carried out from the moment of admission to a children's educational institution at the age of 4 years until graduation at the age of 6–7 years. The total composition of the group included 25 people, of which 5 were people with special educational needs (hereinafter referred to as SEN), having levels 2 and 3 of general speech underdevelopment (GSD). In accordance with the individual characteristics of each child, adaptive speech development programs were developed, which were implemented in close cooperation between the teacher and specialized specialists: a speech therapist, a speech pathologist, a psychologist, using the principle of open door technology. Speech development was monitored twice a year. The novelty of the study lies in the proposed approach to the formation of an individual adaptive program for each child, as well as the description of the stages of its implementation by the teacher of the combined group. It was concluded that it is possible to effectively correct general speech underdevelopment in the context of inclusive education, provided that an individual route and program is developed for each child, as well as the availability of highly qualified specialists, including speech therapy skills of the teacher of a preschool educational institution.
Keywords: Speech readiness for school, children with speech disorders, preschool age, children of senior preschool age, development of language and communication abilities
References:
1. Prikaz Ministerstva obrazovaniya i nauki RF ot 17 oktyabrya 2013 g. № 1155 “Ob utverzhdenii federal’nogo gosudarstvennogo obrazovatel’nogo standarta doshkol’nogo obrazovaniya” [Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education”] (in Russian). URL: https://docs.edu.gov.ru/document/id/1276 (accessed 11 September 2023).
2. Prikaz Ministerstva prosveshcheniya Rossiyskoy Federatsii ot 25.11.2022 № 1028 “Ob utverzhdenii federal’noy obrazovatel’noy programmy doshkol’nogo obrazovaniya” [Order of the Ministry of Education of the Russian Federation dated November 25, 2022 No. 1028 “On approval of the federal educational program for preschool education”] (in Russian). URL: http://publication.pravo.gov.ru/Document/View/0001202212280044?index=1 (accessed 11 September 2023).
3. Ushakova O. S., Volkova O. S. Rechevaya gotovnost’ starshikh doshkol’nikov k obucheniyu v shkole [Speech readiness of senior preschoolers for learning in school]. Sovremennoye doshkol’noye obrazovaniye – Preschool Education Today, 2020, no. (99), pp. 51–59 (in Russian). doi: 10.24411/1997-9657-2020-10074 (accessed 07 August 2023).
4. Bezrukikh M. M., Son’kin V. D., Zaytseva V. V. et. al. Komplekt diagnosticheskikh materialov po otsenke i uchetu individual’nykh osobennostey razvitiya detey 5–7 let [A set of diagnostic materials for assessing and taking into account the individual developmental characteristics of children 5–7 years old]. Ed M. M. Bezrukikh. Moscow, 2006. 133 p. (in Russian).
5. Deti s osobymi obrazovatel’nymi potrebnostyami. Ofitsial’nyy sayt Ministerstva prosveshcheniya Rossiyskoy Federatsii [Children with special educational needs [Official website of the Ministry of Education of the Russian Federation] (accessed 11 September 2023). URL: https://edu.gov.ru/activity/main_activities/limited_health (in Russian).
6. Federal’naya gosudarstvennaya sluzhba statistiki [FederalState Statistics Service] (in Russian). URL: https://rosstat.gov.ru/folder/13964 (accessed11 September 2023).
7. Chirkina G. V. Problema obucheniya detey s narusheniyami rechi v kontekste ikh osobykh obrazovatel’nykh potrebnostey [The problem of teaching children with speech impairments in the context of their special educational needs]. Uchenyye zapiski. Elektronnyy nauchnyy zhurnal Kurskogo gosudarstvennogo universiteta, 2012, no. 2(22), pp. 155–166 (in Russian).
8. Serebryakova N. V. Formirovaniye predlozhno-padezhnykh konstruktsiy v logopedicheskoy rabote s det’mi starshego doshkol’nogo vozrasta s obshchim nedorazvitiyem rechi [Formation of prepositional-case constructions in speech therapy working with older preschool children with a general lack of speech development]. Problemy sovremennogo pedagogicheskogo obrazovaniya – Problems of modern pedagogical education, 2020, no. 66-1, pp. 195–199 (in Russian).
9. Serebryakova N. V., Shashkina G. R. Razvitiye leksichesko-grammaticheskoy sistemy u detey rannego vozrasta s ogranichennymi vozmozhnostyami zdorov’ya v usloviyakh inklyuzivnogo obrazovaniya [Development of a lexic-grammatic system in children of early age with limited possibilities of health in conditions of inclusive education]. Problemy sovremennogo pedagogicheskogo obrazovaniya – Problems of modern pedagogical education, 2020, no. 67–4, pp. 341–345 (in Russian).
10. Dyboshina Ye. A., Shadrina L. G. Obucheniye dialogicheskoy rechi starshikh doshkol’nikov s zaderzhkoy psikhicheskogo razvitiya [Teaching dialogic speech to older preschoolers with mental retardation]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – Tomsk State Pedagogical University Bulletin, 2023, no. 2 (226), pp. 26–32 (in Russian). doi: 10.23951/1609-624X-2023-2-26-32 (accessed15 August 2023).
11. Vygotskiy L. S. Myshleniye i rech’ [Thinking and speech]. Sobraniye sochineniy v 6 tomakh. Tom 2: Problemy obshchey psikhologii [Collected Works in 6 Volumes. Volume 2: Problems of General Psychology]. Moscow, Pedagogika Publ., 1982. 504 p. (in Russian).
12. Leont’ev A. A. Yazyk i rechevaya deyatel’nost’ v obshchey i pedagogicheskoy psikhologii [Language and speech activity in general and pedagogical psychology]. Voronezh, MODEK Publ., 2003. 536 p. (in Russian).
13. Ushakova O. S. Razvitiye rechi i yazykovoy lichnosti v doshkol’nom detstve [Development of speech and language personality in preschool childhood]. Pedagogicheskoye obrazovaniye i nauka, 2017, pp. 86–89 (in Russian).
14. Filicheva T. B., Tumanova T. V. Sovremennyye trendy v obuchenii gramote detey s recheyazykovymi narusheniyami i ikh otrazheniye v novom bukvare [Modern trends in literacy training of children with speech and language disorders and its outcomes in the new ABC book]. Vospitaniye i obucheniye detey s narusheniyami razvitiya, 2019, no. 6, pp. 33–38 (in Russian).
15. Filicheva T. B., Tumanova T. V., Gushchina Yu. R. Slovoobrazovaniye u detey doshkol’nogo vozrasta, integrirovannykh v obshcheobrazovatel’nyye gruppy [Word formation of preschool children integrated into mainstream groups]. Sotsial’no-gumanitarnyye znaniya – Social and humanitarian knowledge, 2013, no. 6, pp. 168–177 (in Russian).
16. Nishcheva N. V. Sovremennaya sistema korrektsionnoy raboty v gruppe kompensiruyushchey napravlennosti dlya detey s narusheniyami rechi s 3 do 7 let [A modern system of correctional work in a compensatory group for children with speech disorders from 3 to 7 years old]. Saint Petersburg, DETSTVO-PRESS Publ., 2017. 624 p. (in Russian).
17. Vereshchagina N. V. Pedagogicheskaya diagnostika individual’nogo razvitiya rebenka 6–7 let v gruppe detskogo sada [Pedagogical diagnostics of individual development of a 6–7 years old child in a kindergarten group]. Saint Petersburg, DETSTVO-PRESS Publ., 2018. 16 p. (in Russian).
18. Vereshchagina N. V. Pedagogicheskaya diagnostika individual’nogo razvitiya rebenka 3–4 let v gruppe detskogo sada [Pedagogical diagnostics of individual development of a 3–4 years old child in a kindergarten group]. Saint Petersburg, DETSTVO-PRESS Publ., 2018. 16 p. (in Russian).
19. Gordeyeva V. V., Nazarova A. S. Ispol’zovaniye elementov tekhnologii utrennego kruga v rabote po poznavatel’nomu razvitiyu detey doshkol’nogo vozrasta [The use of case technology in the moral and patriotic education of children preschool age]. Aktual’nyye problemy pedagogiki i psikhologii – Actual Problems of Pedagogy and Psychology, 2023, vol. 4, no. 2, pp. 24–28 (in Russian).
20. Serebryakova O. V. Igra kak sredstvo diagnostiki mezhlichnostnykh vzaimootnosheniy doshkol’nikov v norme i s obshchim nedorazvitiyem rechi [Game as a means of diagnostics of interpersonal relations between preschoolers with normal speech and preschoolers with common speech deficiency]. Vestnik Tomskogo gosudarstvennogo universiteta – Tomsk State University Journal, 2011, no. 345, pp. 188–191 (in Russian).
21. Bogdanova E. L., Bogdanova O. Ye., Kiselev S.Yu. Sovremennyye tendentsii razvitiya praktik otsenivaniya v doshkol’nom obrazovanii: funktsional’nyye vozmozhnosti pedagogicheskoy diagnostiki [Current developmental tendencies of assessment practices in preschool education: functions of pedagogical assessment]. Vestnik Tomskogo gosudarstvennogo universiteta – Tomsk State University Journal, 2020, no. 459, pp. 195–204 (in Russian). doi: 10.17223/15617793/459/24 (accessed 06 August 2023).
22. Shvetsov M. Yu. Realizatsiya inklyuzivnogo obrazovaniya v doshkol’nykh obrazovatel’nykh uchrezhdeniyakh [Implementation of the inclusive education in the pre-school educational institution]. Pedagogicheskiy zhurnal – Pedagogical Journal, 2018, vol. 8, no. 6, pp. 203–209 (in Russian).
( 451.93 kB ) 
( 434.93 kB )
Issue: 5, 2024
Series of issue: Issue 5
Rubric: THEORY AND METHODS OF TEACHING AND EDUCATION
Pages: 129 — 137
Downloads: 112