Comprehensive support for preschool children with speech disorders
The article deals with the comprehensive support of preschoolers with speech disorders. The results of a stating experiment aimed at studying the level of formation of speech development of children of this category are described. The content and features of the organization of the formative experiment are considered. The main directions of comprehensive support for preschool children with speech disorders are indicated. The dynamics of speech development in children of the above category is noted. In the work, special attention is paid to the importance of involving in the pedagogical process all teachers who carry out professional activities with children with speech disorders. It talks about the need to involve parents. The possibilities of using computer technologies, art therapy methods, neuropsychological tools in direct work with preschoolers in the implementation of a formative experiment are described.