EXPERIMENTAL DIAGNOSTICS OF COMMUNICATION AND SPEECH SKILLS OF PRESCHOOL CHILDREN WITH DOWN SYNDROME

Анотація

The article scientifically substantiates and characterizes the experimental method of psychological-pedagogical study of communication and speech skills in preschool children with Down syndrome. The criteria and indicators of the formation of communication and speech skills in the children of the research group were determined. It was determined that normative indicators of communicative and speech development are the standard for comparing information obtained in the process of diagnostic research. It was established that in the modern scientific publications of Ukraine there are no generalized methods of diagnosing communication and speech abilities in children with Down syndrome. The existing methods of diagnosis are singled out, which are used in an adapted and modified form to study the state of formation of individual components of the speech system and communication skills. The diagnostic methodology includes successive stages of research: analysis of the content of medical and psychological-pedagogical documentation; questionnaires and surveys of parents and correctional teachers; indirect (hidden) observation of independent behavior of children with this genetic anomaly; testing in artificially created conditions. The structure of a complex diagnostic study of the state of formation of communication and speech skills in children with this genetic anomaly is characterized. The elements of each component of communicative and speech development are singled out, according to which the psychological and pedagogical study is carried out. Special diagnostic tasks are proposed for studying the state of formation of the cognitive-linguistic component of communicative-speech development. A general level base is proposed, which subordinates the level of formation of communication and speech skills in preschool children with Down syndrome (low, medium, sufficient, high). It was established that each level depends on the presence of different forms of speech, understanding of spoken speech, the volume of passive and active vocabulary, the ability to establish interpersonal contacts and maintain them, the use of existing communication skills to regulate relations with other people, the ability to distinguish the emotional states of the interlocutor.

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