Natalya Abashina

The urgency of the problem under study is due to the actual state of assistance to early age children with speech disorders in the pedagogical environment of preschool educational institutions, the importance of the supporting process for children of 2–3 years of age with delayed speech development and insufficiently developed supporting technology. Thus, the purpose of our article is to analyze the theoretical aspects of providing psychological and educational assistance to early age children with impaired speech development, presentation of the program “I learn to speak correctly”. The methodological basis of the research was made by the personality-oriented, humanistic, activity-based and integrated approaches, as well as by the theory of mental development of the personality of a young child with special educational needs, and the compensatory theory of anomalous development of 2–3 years old children. Such methods as an analysis of pedagogical speech situations, speech games, conversation, questioning of parents, and others were used during the experimental study. Analysis of the survey data showed that most children had a low level of speech development. The children, who took part in the experiment, had problems with contextual speech, grammatical structure of speech, and sounds pronunciation. Parents’ questionnaire survey led to the conclusion that most of the parents expressed a desire to raise the level of pedagogical culture concerning the problem of children's speech development, and agreed to take part in the program. The results of the experiment made it possible to develop the content of psychological and pedagogical support program for 2–3 years old children with a delay in speech development in the conditions of pre-school educational organization. As a result of the program introduction, 2–3-years old children have developed visual-effective thinking, they understand the speech of an adult, point to the object called, produce the named actions with the object, use different types of sentences in answers to the questions about the picture: simple, simple extended – with the use of direct object or indirect objects with prepositions. The model of specialists’ interaction is introduced in the kindergarten, aimed at developing and correcting the speech of early age children; parents (legal representatives) of young children get the basis of pedagogical culture (adults learn the elementary technologies of development, correction and prevention of speech disorders in 2–3 years old children, etc.). The article may be interesting for educators, speech therapists, teachers, defectologists of preschool educational organizations and parents.

The relevance of the study is due to statistical data that the number of children diagnosed with "early childhood autism" is constantly growing every year. Autism is a serious socio-psychological and pedagogical problem (most teachers do not have at their disposal special technologies for the education and training of children diagnosed with autism, universities do not prepare specialists for work with children of this category, practice-oriented courses of professional development conducted by experienced, qualified specialists are rare, etc.); we see the resolution of these contradictions in the systemic training of pre-school teachers for the organization of correctional-educational work with children having "early childhood autism". The purpose of the article: theoretical and methodological analysis of the problem scientific research and organizing work with "early childhood autism” diagnosed children. The article reveals the content of the program for teachers’ professional competence development "Peculiarities of educational work with "early childhood autism" diagnosed children”. The program is aimed at expanding the knowledge of pre-school educational organizations teachers about the psychological and pedagogical characteristics of children diagnosed with "early childhood autism," developing teachers' ability to plan and adjust educational tasks, taking into account the results of monitoring, individual features of children with autism, mastering the content and methodology of educational work organization and psychological and pedagogical supporting of children with "early childhood autism" diagnosis, the basics of designing correctional-developing environment aimed at correcting irregularities in the development of social and communicative spheres of an autistic child.

The relevance of the study is due to the fact that in children with mental retardation, the communication sphere develops with a significant lag without purposeful care of an adult, the search for effective conditions for the development of the communicative skills of children with disabilities is a priority area of special education. The purpose of the article: theoretical and methodological analysis of researches on the development of children with mental retardation in context of inclusive education, presentation of the innovative project "Me, you, he, she are a friendly family". The article reveals the content of the innovation project. The project is aimed at developing the dialogue skills with peers and adults in pre-school children with mental retardation; providing in a pre-school educational organization such conditions that are aimed at developing the communicative activity of children with mental retardation in various activities; increase of teachers’ professional competence in preschool educational organization on a researched problem; establishment of cooperation between families of preschool children with mental retardation and parents of children with normal development. In the course of the project implementation it is supposed to use gaming, communicative technologies (conversation-dialogues, thematic festivals and entertainments, didactic and role-playing games, problem situations solving, fiction reading, reviewing albums with photographs, etc.) in work with preschool children; technologies used in the process of increasing the professional competence of pre-school educational organizations teachers (questionnaires, consultations, master classes, workshops, portfolio, teachers’ council, pedagogical round table, exhibition of psychological and educational literature for educators, etc.); technologies used in the process of increasing the pedagogical competence of parents (thematic parents' meetings, individual consultations, posting information for parents on the site of a kindergarten, creative competition, trainings, an exhibition of pedagogical literature for parents, etc.).