Keyword: «visual activity»

The article reveals the problem of the level of imagination development of preschool children on the basis of creative activity, because it is at this age that important aspects in development are laid. Imagination develops differently at different age stages, so properly selected exercises, games and creative activities will help effective development.

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 is devoted to the currently relevant problem of the development of fine motor skills in older preschoolers with an erased form of dysarthria. The features of the formation of the motor sphere (in particular fine motor skills) in this category of children are described based on empirical research. The theoretical justification is presented and the advantages of using plasticinography as a method of improving manual motor skills in children with an erased form of dysarthria are highlighted. The possibilities of introducing plasticinography into the structure of speech therapy classes 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.