Psychological and pedagogical approach to accompanying students with delayed speech development in the context of digitalization

Abstract

The article discusses the psychological and pedagogical approach to accompanying young children with delayed speech development (delay in speech development manifests itself in a slower pace of mastering native speech by children under three years of age, underdevelopment of the vocabulary, lack of formation of expressive speech, lack of phrasal and coherent speech etc.). The purpose of the study is to develop a program of psychological and pedagogical support for young children with delayed speech development. During the testing of the program, special attention was paid to the processes of development of fine, general and articulatory motor skills of young children in various types of activity (play, cognitive, productive, communicative, etc.); the formation of mental processes (perception, thinking, memory, etc.); speech development of children (understanding of an adult’s speech, development of auditory perception, correction of sound pronunciation, formation of a passive vocabulary, an increase in the volume of an active vocabulary, development of coherent speech, grammatical structure of speech, etc.); interaction of specialists and parents of young children (teacher-psychologist, speech therapist, teachers, educators, medical personnel, etc.) using offline and online technologies (consultations, workshops, seminars, open classes, etc.). As a result of approbation of the program in young children with delayed speech development, there were positive changes in the formation of speech and non-speech functions (understanding of the speech of others, the formation of a dialogue form of speech, the development of the motor sphere, etc.).