Keyword: «general underdevelopment of speech»

The article reveals the scientific and methodological aspects of the formation of speech and lexical and grammatical skills in preschool children with general speech underdevelopment. General speech underdevelopment is a collective term for children whose common feature is a violation of all components of the speech system (grammatical structure of speech, sound pronunciation, vocabulary and coherent speech) with preserved hearing and intelligence, a detailed study of children with general speech underdevelopment will help to properly organize speech therapy in inclusive education. This is the relevance of this study.

The article contains the results of studying the peculiarities of the formation of attributive vocabulary of preschoolers with the III level of general speech underdevelopment. It is shown that the development of attributive vocabulary is an important factor in the successful formation of the speech system as a whole. The study of the peculiarities of the formation of attributive vocabulary in preschoolers with the III level of speech underdevelopment in comparison with the state of attributive vocabulary in preschoolers without gross speech disorders.

Recently, the number of children with general speech underdevelopment who need a special organization of correctional speech therapy work, in which the child's speech will develop in the process of various activities, has increased significantly. Since there is a close relationship between the level of development of speech and motor activity, there is a need to expand the arsenal of speech development tools. Visual activities using graphic means in the complex of correctional and speech therapy work lead to positive changes in all components of the speech system of preschool children with general speech underdevelopment.

The article reflects the problem of the formation of children's dialogical speech, which remains one of the most relevant in the theory and practice of speech therapy, because speech performs communicative, cognitive, regulatory and other functions in the life of a child. The main and initial is the communicative function, i.e. the purpose of speech to be a means of communication. Dialogic speech in preschool children with general speech underdevelopment has features associated with the underdevelopment of verbal means of communication. A system of targeted techniques and effective methods of correctional and developmental work is proposed, which allows improving the quality of the dialogical form of speech communication in preschoolers with general speech underdevelopment.

The article discusses approaches to the formation of emotional vocabulary in preschool children with general speech underdevelopment. The results of the study of the level of formation of emotional vocabulary in seniors with general underdevelopment of speech are described. Using the methods of L. F. Fatihova and A. A. Kharisova, the ability to recognize emotional states was determined. A complex of correctional and developmental games and exercises for the formation of emotional vocabulary in preschoolers with general speech underdevelopment has been developed