К ПРОБЛЕМЕ ВЗАИМОДЕЙСТВИЯ ДОШКОЛЬНЫХ ОБРАЗОВАТЕЛЬНЫХ ОРГАНИЗАЦИЙ И СЕМЬИ ПО РАЗВИТИЮ РЕЧИ ДЕТЕЙ С ОГРАНИЧЕННЫМИ ВОЗМОЖНОСТЯМИ ЗДОРОВЬЯ В УСЛОВИЯХ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ

Селеменева Е.Ю.
Магистрант, Елецкий государственный университет им. И.А. Бунина

Научный руководитель: Подольская О.А. старший преподаватель кафедры дошкольного
и специального образования Елецкий государственный университет им. И.А. Бунина

Аннотация

В статье рассматривается проблема взаимодействия дошкольных образовательных организаций и семьи по развитию речи детей с ограниченными возможностями здоровья в условиях инклюзивного образования. Анализируются результаты экспериментального исследования по развитию речи у детей старшего дошкольного возраста с ограниченными возможностями здоровья. Автор предлагает программу, направленную на развитие речи у старших дошкольников с ограниченными возможностями здоровья в процессе взаимодействия дошкольных образовательных организаций и семьи.

Abstract

In article the problem of interaction of the preschool educational organizations and family on development of the speech of children with limited opportunities of health in the conditions of inclusive education is considered. Results of a pilot study on development of the speech in children of the advanced preschool age with limited opportunities of health are analyzed. The author offers the program aimed at the development of the speech in the senior preschool children with limited opportunities of health in the course of interaction of the preschool educational organizations and family.

Ключевые слова: старший дошкольник, ограниченные возможности здоровья, дошкольная образовательная организация, семья, развитие речи.
Keywords: senior preschooler, limited health, preschool educational organization, family, speech development.

Currently, the problem of preschool education is marked by a significant interest of the state and society. This is due both to its socio-economic importance and to the fact that preschool education is the first level of the general education system.

Preschool educational activity is directed to fully to form the general social culture of the child, to develop him the personality and intellectual potential, to prepare for the forthcoming educational activity. In the modern world new educational needs of parents for obtaining pedagogical literacy and support in education of children with limited opportunities of health and also the child in educated parents are formed.

Researchers (G.A. Volkova, Y.F. Garkusha, L.N. Efimenkova and others) pay attention to the importance of family education on the process of the general impact of teachers on older preschool children with disabilities [1, 2, 3].

In the works of scientists E.M. Mastyukova, S.A. Mironova, L.V. Moskaleva, I.B. Firsova and others have a special place in determining in the family the possibilities of pedagogical action on the child. These researchers draw attention to the presence of motivation among parents to the development process of a preschooler and the need to integrate into the educational and developmental process [4, 5, 6, 7].

The issue of joint activity of family and the preschool educational organization is particularly acute enough and is reflected in a set of publications as in Russia, and abroad. The main problem in these researches is search of the right directions and definition of effective conditions which would allow parents to increase the competence of process of education and training of children.

Consequently, the social environment of older preschoolers with special needs, the developed culture of pedagogical relations, parents have the main conditions for the full development of the child as a person. If there is a correct reaction of parents to the problems of training and education of preschool children with disabilities, and there is also an interaction of parents and teachers of early childhood education, then there are all prerequisites for all shortcomings in the speech development of senior preschool children to be overcome.

An experimental study made it possible to determine the level of speech development in older preschool children with disabilities (60% — low level, 40% of children — medium level).
An analysis of the results of an experimental study showed that older preschool children with disabilities experienced difficulties in independently writing statements at the level of a simple finished phrase, in establishing logical and semantic relationships between objects and verbalizing them in the form of a finished phrase-¬ statement. When making complex sentences, senior preschoolers with disabilities made mistakes, inaccuracies. In the retelling of the majority of senior preschool children with disabilities, coherence of presentation was observed, limited vocabulary, gross violations were noted.

Based on the analysis of the results of a stating experiment, which revealed a connection between the inferiority of the interaction between preschool educational organizations and the family and the lack of speech development of older preschool children with disabilities, we determined the pedagogical conditions. The implementation of the pedagogical conditions of productive interaction determined the content of pedagogical activity, which is aimed at the full development of speech of a senior preschool child with disabilities and was organized in three directions:

the work with children of the advanced preschool age with limited opportunities of health aimed at providing comprehensive support of speech development of the child with parents;
the work with parents directed realization of pedagogical opportunities of family, development of a parental reflection and formation of the motivated relation to a problem of development of the speech of the senior preschool children with limited opportunities of health on activization of participation of parents in development of the speech of their children with limited opportunities of health and training in substantial communication with the child in different types of activity;
work with teachers aimed at improving competence in matters of interaction with the family on the development of speech of a child with disabilities.
Work with children of preschool age with disabilities was aimed at providing comprehensive support for speech development and included:
work to expand the understanding of the environment;
work on motivation for speech;
work on the semantics of speech;
work on pronunciation.

In the context of the family, a vocabulary work program was carried out, which included the formation and development of such a vocabulary, which is necessary for normal communication of the child with others. The pedagogical work of parents was aimed at developing interest and attention to the word in older preschool children with disabilities, so that they not only know and understand the meaning of the necessary words, but also actively include them in their speech. In their work, parents used vocabulary exercises aimed at enhancing the mental and speech activity of a child with disabilities.

A large role in the process of increasing the competence of teachers belonged to self-education and advanced training. To implement the direction of teachers’ self-education, we selected special literature on the speech development of children with disabilities, which was offered to teachers for independent study and further discussion. Further training was carried out on a regular basis. Particular emphasis was placed on obtaining information about the possibilities of working with the family, ways to activate parents. The educators discussed the knowledge gained at pedagogical councils, supplemented them with judgments based on their own pedagogical experience.

To sum up, the definition of these pedagogical conditions in the framework of the interaction we proposed was due to the need for the full implementation of the pedagogical capabilities of the family of a preschooler with disabilities and the ability of teachers of preschool educational organizations to provide them with competent professional assistance in this matter.

References:

Volkova G.A. Methodology of psychological and pedagogical examination of children with speech disorders. Differential diagnosis issues. — St. Petersburg.: Childhood Press, 2005. — 144 p.
Garkusha Y.F. Some issues of diagnosis and correction of speech underdevelopment in children. — Volgograd: Enlightenment, 2009. — 259 p.
Efimenkova L.N. Speech formation in preschoolers: children with general speech underdevelopment. — M.: Education, 2009. — 112 p.
Mastyukova E.M., Moskovkina A.G. Family education of children with developmental disabilities. — M.: Vlados, 2004. — 408 p.
Mironova S.A. Speech therapy work in preschool institutions and groups for children with speech impairment. — M.: APO, 2003. — 136 p.
Moskaleva L.V., Pronina E.V. The organization of pedagogical interaction with the family on the development of children’s speech in the conditions of a preschool educational institution // Self-realization of a person in the conditions of intensification of the educational process: materials of the All-Russian scientific-practical conference. — 2014. — р. 46-52.
Firsova I.B. Interaction of a preschool educational organization and a family on the development of a child’s speech: abstract of diss. сand. ped sciences. — Veliky Novgorod, 2014. — 23 p.