Preschoolers with general speech underdevelopment socialization practices in Ukrainian and Swedish preschool educational institutions

Abstract

The aim of the article is to conduct a comparative analysis of the socialization practices of preschoolers with general speech underdevelopment in Ukrainian and Swedish preschool educational institutions. The research methodology involved the gradual application of a set of interrelated methods, such as theoretical analysis, systematization, and generalization of data from general and specialized psychological-pedagogical and methodological literature on the researched problem. The findings suggest that there are differences in socialization practices between the two countries: Ukrainian preschool educational institutions focus more on discipline and obedience, while Swedish institutions prioritize play and collaboration. The study concludes that socialization practices in preschool educational institutions play a significant role in supporting the development of social skills among preschoolers with general speech underdevelopment.