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INTERCONNECTION OF PSYCHIC PROCESSES AS A BASIS FOR THE ARRANGEMENT OF MONITORING SENIOR PRE-SCHOOLERS’ ABILITY TO MAKE UP FAIRY-TALES // Pedagogical Review. 2016. Issue 2 (12). P. 108-117

Due to the changes of the state policy in pre-school education the task to develop ability for making up fairy-tales as one of the forms of children’s abilities for speech creativity has acquired special importance. As a result of finding out psychological and psycho-linguistic pre-conditions for the child’s speech creativity, we single out two interrelated components in senior pre-schoolers’ ability to make up fairy-tales. Explanations of the interconnection of psychic processes in the structure of the ability to make up fairy-tales, specific characterizations of constituent mechanisms of the development of this ability with senior pre-schoolers have supplied a basis for creating diagnostic methods that allow to implement monitoring of this ability by several criteria at one and the same time.

Keywords: speech creativity, ability to make up fairy-tales, senior pre-schoolers, monitoring, diagnostic methods

FEATURES OF CORRECTION-LOGOPEDIC WORK WITH JUNIOR PRESCHOOLERS TAKING INTO ACCOUNT EDUCATION INDIVIDUALIZATION PRINCIPLE // Pedagogical Review. 2018. Issue 3 (21). P. 49-56

The article considers the problem of selection of modern scientific approaches to the development of children with speech disorders, the main principles of the pedagogical interventions taking into account individual characteristics of the preschool child and emotional contemporary understanding of the concept of «customization» and individualization of the learning strategy approach, integrating specific pedagogical approaches. Shows the relationship of the principle of individualization from the functioning of the educational approaches, the possibility of its realization in the educational practice of a speech therapist. Features of a focused, comprehensive correctional and logopedic impact on children of preschool age taking into account the implementation of the principle of individualization. It also determines the content of diagnostic and correctional-developing activities with children of preschool age taking into account the principle of individualization. Presents the method of individualized assessment of formation of communicative, speech, cognitive areas, in order to determine individual correctional and educational routes for children, systematic diagnostic and correctional-developing techniques, including flexible combination of psychological, pedagogical and innovative techniques. It is shown how these methods provide the efficiency of correction of speech disorders among children of preschool age.

Keywords: preschool age, speech development, prevention of speech disorders, speech therapy work, principle of individualization