FEATURES OF THE DEVELOPMENT OF PHONEMATIC PERCEPTION AND SENSORY SYSTEMS IN EARLY SCHOOL-AGE CHILDREN WITH PHONETIC-PHONEMATIC SPEECH IMPAIRMENT

Abstract

This article aims to present the peculiarities of overcoming phonetic-phonemic speech underdevelopment in children, analyzing the causes and symptoms of such disorders, and exploring key theoretical aspects of providing speech therapy to children with these impairments. The proposed system of corrective work to address phonemic underdevelopment includes the following stages: an introductory phase (focused on preparing for speech and motor activities), a main phase (incorporating exercises designed to improve attention, coordination, speech-motor synchronization, muscle tone, rhythm, and fine motor skills, alongside activities like listening, singing, dancing, and games), and a final phase (dedicated to summarizing the results of the speech therapy session).

The results of correlation analysis are presented, demonstrating that improvements in cognitive development positively influence a child’s phonetic perception, voluntary regulation of activities, and overall independence and initiative. Compensatory and developmental education for children with severe speech disorders is built upon their understanding of the world, mastery of their environment, and social relationships. The primary focus is on communication, involving both verbal (phonetic, lexical, grammatical) and non-verbal (facial expressions, gestures, eye contact, symbolic actions) modes of interaction.