Stakhova L., Povaliashko N. - Development of dialogic speech in children with general underdevelopment of speech

Contact: Larisa STAKHOVA, Candidate of Pedagogic Sciences, associate professor of logopaedics department at Sumy State A. S. Makarenko Pedagogical University, Sumy, Ukraine. The range of scientific aims: the problem of correction general disturbance of speech underdevelopment among the preschool children. Information about the  author:

Nataliia POVALIASHKO, educator, special education teacher of Sumy special primary school 31 of Sumy City Council, Sumy, Ukraine. In the circle of scientific interests: the problem of correction of developmental disorders in preschool children with special educational needs.

The article is devoted to the problem of the speech dialogic development in children of older preschool age with general speech underdevelopment. In order to determine the development level of speech dialogic, the child’s ability to establish contact with a stranger, conduct and maintain a conversation, communicate freely with an adult, use speech etiquette, understand and answer different types of questions, consistently and independently conduct a conversation, fully and meaningfully combine components of educational dialogue, use correctly constructed speech structures. The primary study results of the development level of dialogic speech of older preschool children with general speech underdevelopment and the secondary examination of children after the purposeful use of a story role-playing game in a specially organized correction process are presented. The speech skills, their formation and improvement took place during the corrective work on the development of dialogic speech of children with general speech underdevelopment by means of a story role-playing game (the ability to speak at a normal pace, clearly, the ability to communicate with a different number of interlocutors, the ability to use different forms of address, the ability to use facial expressions and gestures), the conditions for conducting a story role-playing game (the game should fascinate children, the game should be understandable for children, the game should be diverse), a system of didactic tasks for the use of story role-playing game, which promotes the development of various cognitive processes in children (perception, attention, memory, thinking, understanding), examples of role-playing games are given.

Key words: dialogical speech, development, story role-playing game, preschool children with general speech underdevelopment.