SYSTEMIC APPROACH TO SPEECH CORRECTION OF PRESCHOOL CHILDREN WITH GENERAL UNDEVELOPMENT
The article analyzes traditional and modern technologies of speech therapy work with children with general underdevelopment of speech in terms of the development of vocabulary, syllabic structure of a word, grammatical structure and phrasal speech. It presents new game exercises in which a speech therapist can simultaneously work on different components of speech, using the principle of a systematic approach to speech as a single functional system. In recent years, the problem of studying and correcting speech disorders in children with general underdevelopment remains quite relevant. This allows us to justify the high interest of speech therapists of educational organizations and students studying speech therapy at a university in the problem of methodological support of speech therapy work. The development of this problem in speech therapy is caused by the awareness of the importance of studying and developing speech competencies in children with general underdevelopment of speech. This is especially important when children with severe speech disorders stay in an inclusive educational environment. When analyzing the speech activity of preschoolers with general underdevelopment of speech, such concepts as "components of speech", "speech intention", "communication", "system approach" are clarified. The article describes the tasks and content of speech therapy work on the correction of children with ONR (level 2 of speech development). Modern didactic and speech games for the development of various components of speech are presented. In the process of daily work with children with OHP, a speech therapist applies one of the important principles of learning - a systematic approach, which involves the development of speech understanding, lexical consistency, grammatical speech, phonetic implementation and phonemic processes. The article traces the methodological line and continuity in the work on the speech competencies of children with different levels of speech development. In the conclusions, the authors summarize that the theoretical substantiation of the problem and a lot of practical material on the development of the speech activity of preschoolers with OHP allows students to master the skills of using a systematic integrated approach to form the general speech competence of preschoolers with severe speech disorders. The article will allow speech therapists of preschool educational organizations to update their theoretical knowledge in this field of knowledge and enrich their practical experience with didactic games.