Keyword: «differentiated approach»

In article on the basis of analysis of the current state of music education the possibility of development of creative abilities of students of piano, the differentiated approach.The experience of Maiminsky children arts school.

The article substantiates the differentiated approach to the correction of speech lexical structure violations in preschool children with general speech underdevelopment. The application of the differentiated approach in correctional speech therapy for children is considered. The authors analyse programs of corrective work with preschool age children having general speech underdevelopment.

In this article, the authors consider dyscalculia as a persistent violation of the counting activity associated with the underdevelopment of speech and non-speech mental functions. The importance of dyscalculia prophylaxis in preschool children with general speech underdevelopment is noted. The article presents some results of the study that determined the direction and content of the correction-speech therapy work to prevent dyscalculia in preschool children with general speech underdevelopment.

The article reveals education individualization and differentiation issues aimed at creating conditions for students’ individual abilities development, for activating their self-development, improving academic results and deepening knowledge, and expanding the learning abilities of each student. On the basis of psychological and pedagogical literature theoretical analysis, the essence of the concepts "differentiation of teaching" and "individualization of teaching" was specified. Using the example of information technologies course studying, the authors reveal the forms and means they used to implement an individual approach in teaching.

The article describes the differentiated approach in the prevention of speech disorders in children at an early age. The authors give a description of children with risk factors for alalia, dysarthria and stammering. They also present comparative indicators of the objective activity, communication and procedural games formation level.