FORMATION OF NATURAL SCIENCE REPRESENTATIONS AND CONCEPTS IN PRESCHOOL CHILDREN USING AUGMENTATIVE AND ALTERNATIVE COMMUNICATION WITHIN THE EDUCATIONAL DOMAIN «CHILD IN THE NATURAL ENVIRONMENT»

Abstract

The article examines the peculiarities of forming natural science representations and concepts in preschool children with special educational needs through the use of Augmentative and Alternative Communication. The relevance of the study is determined by the need to ensure accessibility of the educational process for children with speech disorders, autism spectrum disorders, intellectual disabilities, and complex developmental disorders in inclusive preschool education settings. The purpose of the article is to provide a theoretical substantiation of the pedagogical potential of Augmentative and Alternative Communication in the formation of natural science concepts and representations in preschool children within the educational domain “Child in the Natural Environment.”

The research is based on a set of theoretical methods, including analysis of psychological, pedagogical, methodological, and special education literature; generalization of modern scientific approaches to organizing inclusive educational environments; systematization of Augmentative and Alternative Communication tools and identification of their pedagogical potential in children’s natural science and cognitive activities. The study analyzes the peculiarities of using low-tech and high-tech communication tools, including gestures, pictograms, Picture Exchange Communication System cards, communication boards, visual schedules, electronic communicators, and mobile applications.

The results of the study indicate that the use of Augmentative and Alternative Communication provides visual support for the educational process, promotes speech development, sensory perception, cognitive activity, and the formation of elementary natural science generalizations. It was found that combining observations, practical activities, elementary experiments, and didactic games with visual support tools increases accessibility of educational material and enhances children’s participation in cognitive activities. The pedagogical conditions for the effective use of Augmentative and Alternative Communication were identified, including individual selection of communication tools, systematic implementation, integration of speech, visual, and practical support, as well as cooperation between teachers and parents.

The study concludes that Augmentative and Alternative Communication is an effective means of forming natural science concepts and representations in preschool children with special educational needs, as it ensures accessibility of the educational process, supports communicative activity, and creates conditions for active exploration of the surrounding world.