Keywords
preschool children
speech therapy correction
game technologies
game techniques
correctional and developmental work
phonemic perception
speech development
communicative competence
special education
inclusive education
How to Cite
Abstract
The article examines the effectiveness of using games and game techniques in correctional and developmental work with preschool children with speech disorders. The relevance of the study is determined by the increasing number of children with speech impairments accompanied not only by communication difficulties but also by disturbances in emotional-volitional, cognitive, and social spheres of development. In the contemporary context of the development of special and inclusive education, particular importance is attached to the search for effective correctional technologies that combine psychological and pedagogical influence with a high level of children’s motivational engagement. One of the most effective means is play, which serves as the leading activity of preschool children and a universal mechanism for the formation of speech activity.
The purpose of the study is to identify the specific features of using games and game techniques in the system of correctional and developmental work with preschool children who have various forms of speech disorders, as well as to assess their impact on the development of phonetic-phonemic, lexical-grammatical, and communicative aspects of speech.
The methodological framework included methods of theoretical analysis of psychological and pedagogical literature, observation, speech therapy diagnostics, formative experiment, and quantitative analysis of results. The study involved 12 senior preschool children (aged 5–6 years) with phonetic-phonemic speech underdevelopment, general speech underdevelopment of levels II–III, and delayed speech development. The correctional program was based on the use of articulation, didactic, role-playing, and rhythmoplastic games adapted to the individual characteristics of children.
The research results demonstrated positive dynamics in children’s speech development after completing the correctional program. A decrease in the number of phonetic errors, improvement in phonemic perception, enrichment of active vocabulary, enhancement of grammatical accuracy, and development of coherent speech were identified. Statistical analysis using Student’s t-test confirmed the significance of the detected changes (p < 0.05). Complex game-based activities combining speech, cognitive, and communicative components proved to be the most effective.
It has been proven that the use of games in speech therapy practice contributes not only to the formation of speech skills but also to reducing anxiety, increasing motivation for communication, developing self-regulation, and improving children’s social adaptation. The practical significance of the study lies in the possibility of applying the obtained results within the system of special and inclusive education, in the development of individualized correctional programs, and in creating an adaptive speech environment for children with speech disorders.
Keywords: speech disorders, preschool children, speech therapy correction, game technologies, game techniques, correctional and developmental work, phonemic perception, speech development, communicative competence, special education, inclusive education.
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