TRAINING OF THE TEACHERS-LOGOPEDISTS TO THE VALUE-BASED UPBRINGING OF PRESCHOOLERS WITH SPEECH DISORDERS: METHODOLOGICAL ASPECT
The article discloses the meaning of the professional training of the teachers-logopedists to work with children having speech disorders, the methodic aspects of preparation for the value-based upbringing of preschoolers with speech disorders. The groups of values to which children should be exposed in the process of speech therapy sessions are described. Philosophical and psycho-pedagogical works in the field of value-based education of preschool children, scientific approaches to the professional training of teachers of speech therapy in the field of value-based education of preschool children are presented. Different content characteristics and foundations of education in the system of pedagogical axiology, stages of comprehension process of different value groups and their interiorization, concepts characteristic of the process of bringing up an integral person of culture are described. The methodological aspects of preparation for value-based educational content design and its inclusion in speech therapy work with children are highlighted, the main content characteristics of each value in accordance with the lexical themes are described, approaches to the development of value representations in senior preschool children with speech disorders are presented, considering the emotional nature of their comprehension The influence of the emotional sphere on preschool children ’s comprehension of values is considered, means of expression of the attitude towards the discussed values are described, types of tasks for children to express the attitude towards values are presented. The nonverbal means of communication of a speech therapist serving as a favorable factor for preschool children ’s comprehension of values are described. The directions of emotional development are identified, the stimuli for emotional reactions expression and ways of their actualization during the perception of value categories are presented. The ways of sensory stimulation of preschool children and the nature of presenting sensory information are considered.