FEATURES OF SPEECH THERAPY WORK WITH CHILDREN OF OLDER PRESCHOOL AGE WITH DYSLALIA

Abstract

The article highlights the features of speech therapy work with preschool children with dyslalia. The purpose of the article is to analyze the features of speech therapy work with children of senior preschool age with dyslalia. Research methods: theoretical analysis of psychological and pedagogical, medical literature, programs, teaching and methodological manuals, pedagogical documentation of preschool education institutions; observation of the educational process in preschool educational institutions, pedagogical experiment. The study showed that dyslalia is a common disorder among children of senior preschool age, characterized by deficiencies in sound pronunciation in children with normal hearing and preserved innervation of the articulatory apparatus. Correction of dyslalia is a complex and multifaceted process during which various factors are taken into account. It is noted that during the pedagogical experiment, speech therapist teachers actively test health-preserving and corrective technologies that improve the process of correcting sound pronunciation in children of senior preschool age. The study was conducted in three blocks: analysis of the mobility of the articulatory organs, assessment of phonemic perception and study of the sound pronunciation of whistling and hissing sounds. The general results of the study of the level of sound pronunciation formation in children of senior preschool age showed that in the experimental group, 15.5% of children reached a high level, 37.7% - an average level, and 46.6% - a low level. In the control group, these indicators were 13.3%, 42.2% and 44.4%, respectively. The criteria and indicators of the formation of sound pronunciation in children of senior preschool age were analyzed and the main directions of the work of a speech therapist in the correction of dyslalia were considered. Conclusions. Speech therapist teachers in their work use various innovative technologies that motivate and draw the attention of preschoolers to the correction lesson; consult with other specialists; create an appropriate correctional and restorative environment; interact with parents of children and actively involve them in the educational process in order to prevent such a disorder as dyslalia.