Keyword: «preschoolers»

The article discusses the features of using an interactive touch table in the educational environment of preschool institutions. The interactive table is an innovation that quickly found application in preschool and primary school institutions. The equipment allows multiple students to work on the same task at the same time, turning the learning process into a game.

Preschoolers with mental retardation have specific features that require a special approach to learning, and predicative vocabulary is an important aspect of speech development, so it is especially important to study predicative vocabulary in children of this group of children. The article presents the results of an experimental study on the formation of predicative vocabulary in preschoolers with mental retardation. The study was conducted using a diagnostic set of tasks developed by R. I. Lalayeva and N. V. Serebryakova. The main difficulties and mistakes of the children are analyzed. The data obtained allowed us to note that all preschool children with mental retardation who took part in the experimental study have a high level of formation of an impressive predicative vocabulary. 80% of preschoolers have an average level of active predictive vocabulary, while only 20% of children in this category have a high level.

This article examines the features of correctional work aimed at the formation of the intonation side of speech in preschoolers with phonetic and phonemic underdevelopment (FFNR). The theoretical foundations and practical approaches to the organization of classes are presented. A system of step-by-step work with children is proposed, including game, musical, rhythmic and interactive methods that ensure the development of prosodic expressiveness of speech. The importance of diagnosis, complexity and consistency of the correction process is emphasized.

This article considers the peculiarities of formation of cognitive activity in preschool children with severe speech impairments in the classes on familiarization with the world around us, the use of modern teaching methods that contribute to better learning and development of cognitive, social and speech abilities of the child. The methods and results of cognitive activity, aimed mainly at overcoming difficulties in the learning of children of this category are analyzed.

The article discusses the technique of blotting as one of the possible tools for correcting attention in preschoolers with autism spectrum disorder (ASD). The theoretical prerequisites for the use of art therapy techniques in working with preschoolers with special educational needs are identified and the conditions for the effective use of blotting in correctional and developmental practice are described. Special attention is paid to the analysis of the mechanism of development of voluntary attention in children with ASD during visual activity. In conclusion, conclusions are drawn about the role of blotting as one of the approaches to individualized attention correction in the framework of comprehensive care for children with ASD.