PECULIARITIES OF THE DEVELOPMENT OF THE EMOTIONAL SPHERE OF PRESCHOOLERS WITH GENERAL SPEECH UNDERDEVELOPMENT

Abstract

This article highlights the importance of the emotional development for the successful interpersonal communication and the formation of a balanced personality in children. Modern scientific approaches to the problem of developing empathy have been studied. The distinctive features of the formation of preschoolers’ emotional sphere who have general speech underdevelopment have been presented. The methods that contribute to increasing the level of empathy, help in acquiring self-control skills and improve the ability to verbalize one's feelings have been explained.
The aim of the article is to reveal the distinctive features of the emotional sphere of preschoolers who have general speech underdevelopment and to substantiate methods for developing empathy in this category of children.
During the research, a number of general scientific and special methods have been used, including theoretical analysis and generalization of scientific sources, which have made it possible to identify contemporary views on the formation and development of the emotional sphere of preschoolers who have general speech underdevelopment and to determine the general and specific features and patterns of this process. Comparative analysis has made it possible to draw conclusions about common and different patterns in the development of the studied process in children who have general speech underdevelopment and their normotypical peers. Methods of systematization and classification have been used in the selection of forms of corrective and developmental work.
It has been proven that preschoolers who have general speech underdevelopment have difficulties verbalizing their emotions and understanding the feelings of others. They often lack sufficient vocabulary on this topic and experience discomfort during communication. The empathy and self-control abilities of preschoolers in this category are lower than those of their peers who have normal speech development and their ways of expressing emotional states are less diverse.
The article presents methods that allow increasing the level of empathy and self-control skills and substantiates their effectiveness in working with preschool children who have general speech underdevelopment. Preschoolers’ age, speech and behavioral peculiarities and their level of communication skills have been taken into account when selecting methods for corrective and developmental work. Conclusions have been formulated and prospects for further research have been identified.