The problem of early diagnosis and correction of the development of children with speech disorders is not sufficiently represented in modern speech therapy. The traditional idea that speech therapy is advisable to use in cases of severe retardation has become widespread. speech development from age standards. The only exceptions are the categories of children with congenital defects of the articulatory apparatus, with cerebral palsy and other early diagnosed deviations of psychomotor development. There are appropriate guidelines for this group of violations.

The issues of identifying and diagnosing deviations in the development of speech activity in children with intact prerequisites for intellectual development and normal hearing, most of whom are classified as a risk group for speech pathology at the age of 4-5 years. The development and functioning of speech therapy institutions is also aimed at this age.

Currently, there is a tendency towards earlier and more in-depth examination of psychomotor and communicative development child, allowing timely identification and correction early signs speech underdevelopment.

In recent years, experimental work has been carried out to study the characteristics of early speech development in children and to develop methodological recommendations on normalization and correction of speech in the gardens of Moscow No. 815 and 1901.

The most significant indicators of the linguistic development of children have been established, allowing early detection of a lag or violation of the anatomical and physiological prerequisites for speech activity. These include:

• understanding of speech in the sensorimotor period of development and the nature of the successive stages of mastering impressive speech;
• pre-linguistic vocal production (age and stages of vocalization, repertoire of consonant sounds, organization of babbling sounds by iteration type, syllable structure, prosody);
• first combinations of gesture and word; speech acts of approval and request (in separate words; two-word statements); emergence of communicative intentions;
• the beginning of active speech (volume of vocabulary and features of children's nominations; early syntax; accompanying speech; motivation of speech by an action or situation);
• mastery of the phonemic structure of speech (sequential formation of differentiation of phonemes according to acoustic and articulatory characteristics; the nature of phonetic transformations).

These characteristics are compared with the data of a clinical and psychological examination and the characteristics of the microsocial and pedagogical conditions for the formation of a child’s speech in each individual case.

It is quite difficult to solve unambiguously the question of whether the absence of language units that are normative for a given age is an indicator of speech pathology in the form of general underdevelopment of speech or a tempo lag. It is necessary to dynamically monitor the nature and pace of development of various components of speech activity, not only in the process of repeated examinations, but also the speech therapist’s emphasis on positive changes under the influence of correctional work, which can be implemented in a nursery/garden setting.

The rationale for correctional work with this category of children requires a carefully collected anamnesis with an in-depth analysis of the period of pre-speech development (the “immediate beginning of speech”); multidimensional speech therapy examination; neurological and neuropsychological examination: assessment of the age normativeness of the identified symptom complexes (E.N. Vinarskaya, E.M. Mastyukova); observations by a speech therapist and teacher of the process of communication between children and adults and among themselves; constant recording of positive changes in communication.

A methodological scheme for psychological and pedagogical observation of a child in the process of his education and upbringing was developed at the Institute of Education and Science of the Russian Academy of Education in accordance with the principles of the neuropsychological method of analyzing mental disorders, taking into account the main psychophysiological factors included in the child’s mental activity: regulation of mental activity; visual-spatial; auditory-speech; speech motor with articulatory and dynamic (kinetic) components.

The data from psychological and pedagogical observation were compared with the results of a targeted neuropsychological examination of the HMF - various types praxis, auditory-motor coordination, visual gnosis, auditory-verbal and visual memory and others according to a scheme adapted in accordance with the age of the children (Alle A.G.).

Results of a study of young children preschool age with deviations in speech development, carried out during experimental work in kindergartens NN 1901, 815 in Moscow, indicate the adequacy of the application of the proposed approach to making a speech diagnosis.

Based on a generalization of the data obtained, the main directions of early correctional intervention and a draft program for the correction of speech underdevelopment of younger preschoolers were developed.

The content and methods of development of the impressive side of speech, the phonetic structure of Russian speech, vocabulary, elementary forms of prelinguistic and monologue speech. Particular attention is paid to the formation of the communicative function using accumulated vocabulary material. Abstracts have been prepared for the main sections of the program speech therapy sessions(A.V. Senchilo).

The data obtained can be used to make recommendations for restructuring the system early detection and correction of children with delays in the development of speech and communication abilities of various etiopathogenetic causes.

We believe that at present it is advisable to highlight a special area of ​​preventive speech therapy intervention and direct the professional activity of the speech therapist to an earlier age. It is also necessary to more widely disseminate the experience of correctional work with children early age by creating nursery diagnostic groups with appropriate methodological support.

Speech development problems adopted child. Ways to help.

Everyone knows that speech is one of the main indicators of child development and that currently the problem of speech disorders remains relevant.

The child’s speech is formed under the influence of the speech of adults, depends on the normal speech environment, on upbringing and training, which begin from the first days of the child’s life.

All parents, having learned from specialists that a child has problems with speech development, strive to understand what causes them and what should be done to resolve these problems.

All these problems are aggravated for children in foster families.

A child in a foster family who, in the process of adaptation, overcomes certain social, emotional and pedagogical barriers, in addition to all the problems, often has problems with speech development.

The main problem at the early stage of child development is the lack of speech. Sometimes it seems that the child is saying something and a lot, but if you listen to his speech, it is impossible to understand anything. In such cases, a specific situation, the child’s facial expressions, and gestures help to understand the child. Sometimes the child’s lack of speech is due to the fact that he does not understand the meaning of the word he heard and cannot connect it with a specific object, that is, the child does not understand the speech addressed to him at all. All these deviations are determined by damage to certain areas of the brain. There are times when children stop speaking or begin to stutter.

And here the foster parents are faced with the question of how to help the child?

The key to the success of a child’s speech development will largely depend on how much foster parents delve into this problem and create the necessary conditions for eliminating certain deviations in speech development. Parents should know how the child’s speech is formed normally in order to contact specialists in time, if necessary. They must also understand and realize how they themselves, on their own, can help the adopted child.

Foster parents should pay attention to the development of speech from an early age and begin to provide assistance to the child as early as possible, since the flexibility and plasticity of the child’s brain lay the foundations for overcoming deviations in the child’s speech development through pedagogical influence. In a newborn, the weight of the brain is 11% of the weight of the entire body, while in an adult it is only 2.5%. By the age of 5, the process of brain growth is already 80% complete. By the age of 8 he is virtually finished.

In the period from 1 year to 5 years, a child is literally overflowing with vital energy and has a great desire to learn; he perceives information surprisingly quickly and easily. In subsequent years he will no longer have anything like this.

It is this period that shapes human intelligence. Who the child will become, what he will be interested in in the future, what abilities he will show - everything is determined by this period of life. And the more information a child under 5 years old absorbs, the more remains in his memory.

Taking into account such unusual features of child development, we offer foster parents advice aimed specifically at early speech development, which will help the foster child’s correct development of speech.

• You should communicate with the child as often as possible, paying him as much attention as possible, trying to use gestures and facial expressions in speech in order to emotionally include the baby in the communication process.

The child should be taught to look at the interlocutor’s face during a conversation, since visual perception of articulation contributes to its more accurate and faster assimilation.

• You cannot demand from a child what is inaccessible to him.

You can encourage conversation, but you cannot force it.

If substitute parents want to help their child, they must forget the words “say” and “repeat” at least for the first time!

You cannot demand immediate repetitions of words and scold children for mistakes. This can lead to the child refusing to speak at all and withdrawing into himself.

You should never compare your children with others.

• If a child stutters, you should not pay attention to his repetition of syllables or words, so as not to reinforce this defect.

• It is necessary to systematically create situations in which the child will be forced to express his request verbally. You cannot prevent the child’s wishes; you must give him the opportunity to express his request in words.

• It is necessary to encourage and stimulate any child’s attempts to speak and celebrate his success in mastering speech.

You need to pay attention to what the child says. In no case should one be reproached for lack of speech, so as not to cause fear of pronouncing words and fear of making a mistake.

Errors should be corrected as tactfully and in a friendly tone as possible. It is important not to repeat distorted words, but to give correct examples.

• When addressing a child, you need to choose words that are understandable to him and always remember how your own speech sounds.

An adult’s speech must be correct, expressive, and without speech disorders.

Articulation must be clear, the child must see the movements of the adult’s lips.

Speech should not only be emotional, but also well intonated, emphasizing the stressed syllable.

Words and phrases offered to the child for repetition should be said repeatedly.

You should speak to your child slowly, clearly, and in short phrases. From the age of 2.5-3, children should be accustomed to the generally accepted names of objects and actions, without switching to “children’s language”, without babying. Do not allow other adults around the child to do this.

• You should play with your child more often and involve him in housework.

Speech develops better in activity, so every joint action must be accompanied by verbal comments: “We are now going to wipe the table with a rag.  - We are wiping the table.  - We wiped the table.  “Now the table is clean and dry,” etc. By commenting on our actions, we give the child the correct speech patterns, and he accumulates a passive vocabulary.

• Adults need to encourage the baby's curiosity by asking him questions.

For example: “Who is this? - This is a cat. - What is the cat doing? - The cat is sleeping.  – Where does the cat sleep? – On the sofa”, etc. You can induce speech activity in a child in this way: an adult shows a toy kitten and asks the baby: “Is this a puppy?” Such provoking questions evoke speech activity in the child, a desire to correct the adult, to name the object correctly, and teach him to listen attentively to the speech of others. It is very important to encourage children's curiosity and desire to ask questions.

• Foster parents should not forget that the child must be kept healthy.

Experts have long noticed that a weakened child speaks later. Therefore, the child should be healed through hardening, organizing correct mode day and balanced nutrition.

• You need to play with children as often as possible.

It's no secret that a child learns about the diversity of the world around him through games with

objects during which emotional contact between an adult and a child is established.

There are many different games that help develop a child's speech.

Here are some that can be used successfully:

Toys and objects that develop active exhalation, through which we pronounce sounds (turntables, pipes, harmonicas, etc.).

Games and educational items fine motor skills(constructors, mosaics, plasticine, etc.) and the child’s general motor skills (balls, skittles, gurneys, strollers, catch-up, hide-and-seek, etc.).

Sounding toys and various objects that stimulate the child’s auditory attention - drums, pipes, hammers, bells, as well as a telephone, which also activates the child’s speech well.

First, the child must determine which instrument sounded, then indicate the direction of the sound of the sounding instrument or toy; reproduce the rhythm of the sound.

Reproducing the rhythm (claps your hands, knocking on the table with a pencil, etc.) can be done as follows: clap your hands twice and ask the child to repeat, etc.

Game exercises that stimulate the development of the muscles of the articulatory apparatus (various exercises for the lips and tongue: stretching the lips with a tube, squeezing them tightly, stretching them into a smile, licking the lips, sticking out the tongue - up, down, right, left and in a circle, etc.) .

You can invite your child to lick a berry or a lollipop, and show how fish, chicks, and kittens eat.

Lotto games appropriate for the baby's age.

• Rhythm, music and singing classes are very useful, as this contributes to the development of correct (speech) breathing, which is the basis for the correct development of speech, and a fairly flexible and strong voice.

• You should not disturb a child when he often talks to them while playing with toys, since at this moment his pronunciation improves, the mobility of the articulatory apparatus improves, and his voice and breathing develop.

• It is necessary to develop children's ability to imitate the sounds made by an adult.

Onomatopoeia is important stage in the development of a child’s speech. Thanks to onomatopoeia, the child develops sound pronunciation, accumulates a passive vocabulary, and develops a sense of rhythm (imitation of the howling of the wind - wow...; putting out a candle, blowing on a bruised part of the hand, blowing on hot tea - fff...; imitation of laughter - ha-ha-ha, etc. ).

• It is important to develop understanding of speech and expand passive vocabulary.

This is solved through the child’s imitative speech activity in the course of practical actions that are interesting to him.

Cultivating auditory attention to speech is carried out as follows: covering the mouth

with a piece of paper, ask the child to give a cat (meow), a dog (woof-woof).

Correct completion of a task by a child indicates that he has learned carefully

You cannot demonstrate annoyance or reluctance if a child asks you to read a book for the hundredth time.

• The development of tactile-kinesthetic sensations is effective.

It is carried out by recognizing the properties of an object (soft-hard), weight (heavy-light),

thermal properties (cold-warm).

If the child’s speech abilities do not correspond to his age, then the adult calls

signs of the object itself, and these concepts will be included in the child’s vocabulary.

The concept of softness-hardness of an object can be given using the following material:

• Soft plasticine, soft cap...
• Hard nut, hard sugar...
• Heavy hammer, heavy table...

Concepts about thermal sensations are given in the following comparisons:

• Cold water, cold ice...
• Warm battery warm water etc.

The concepts of “soft-hard”, “heavy-light”, “cold-warm” are practiced according to the following model.

An adult lets you touch the cotton wool and says: “The cotton wool is soft.” Then he gives you a piece of wood to touch and says: “The wood is hard.”

An adult puts plasticine, a nut, a hat, a piece of wood, and cotton wool on the table and asks to give him everything soft. The child gives the required soft objects and places them to one side. Then the adult asks the child to give him everything solid. The child takes sugar, a nut, a piece of wood and puts it in the other direction.

• Foster parents should not allow the child to suck on a pacifier or finger for a long time, as this deforms the teeth, jaws and palate. The pacifier or finger presses the palate or stretches the jaws, disrupts the correct position of the teeth, which leads to changes in the bite and hard palate (becomes high, narrow, gothic), which makes it difficult to pronounce certain sounds.

You should also exclude cases of constantly placing your hand under your cheek while sleeping, as this can lead to the formation of a so-called crossbite.

• We should not forget about protecting the child’s nervous system. It is very important to exclude loud shouts, scary stories and all kinds of intimidation, to observe routine moments, a gentle approach to the child during any illness, to organize proper nutrition, avoid somatic and mental overload, create a favorable emotional climate in the family, use coordinated educational influences. This is all important to prevent stuttering.

Foster parents should remember that the sooner they begin to provide assistance to their child, the more effective it will be.
It is important not to miss this precious time, since children who have not received appropriate speech development at this age will subsequently need the help of specialists and will have great difficulty catching up.

Literature:

1. Burlakova M.K. Advice from a speech therapist. – M.: V. Sekachev, 2001. – 64 p., with illus.

2. Vinarskaya E.N. Early speech development of a child and problems of defectology. - M.: Education, 1987. - 160 p.

3.​ Diagnosis and correction of speech disorders (Methodological materials of the scientific and practical conference “Central Mechanisms of Speech”, dedicated to the memory of Prof. N.N. Traugott). Rep. ed. M.G. Khrakovskaya. - St. Petersburg, St. Petersburg University Publishing House, 1997. - 132 p.

4. Doman G. Doman D. How to teach a child to read. / Per. from English – Sib.: Delta, 1996. – 352 p.

5. Koltsova M.M., Ruzina M.S. The child learns to speak. Finger play training. – Ekaterinburg: U-Factoria, 2004. – 224 p. + color on (Series “Childhood Psychology: Modern View”).

6. Zakrevskaya O.V. Develop, baby!: a system of work to prevent retardation and correct deviations in the development of young children / O.V. Zakrevskaya - M.: Publishing house GNOM and D, 2010. - 88 p.

, Pulatov A. M.

Dysarthria and its topical and diagnostic significance in the clinic of focal brain lesions

Medical literature

The monograph is devoted to the little developed, but practically important problem of dysarthria. It is written on the basis of a comprehensive clinical examination of patients with focal brain lesions, which also included a neurophonetic study of the patients’ speech. The book outlines the current state of the problem of dysarthria, provides the anatomical and physiological foundations of the speech act and the basic data of physiology and phonetics on the mechanisms of formation of speech sounds by a healthy person; describes the neurophonetic semiotics of bulbar, pseudobulbar and cortical (postcentral and premotor) forms of dysarthria; The pathogenesis of the characteristic manifestations of dysarthria is discussed and attention is drawn to its primary and secondary symptoms. The principles of differential diagnosis of the described forms of dysarthria are generalized. The question of how the analysis of the dysarthric component of a complex neurological syndrome can contribute to the formulation of a topical and nosological diagnosis of focal brain damage is examined in detail. The work consists of two semantic parts: theoretical neurolinguistic and applied clinical. The book is intended for neuropathologists, neurosurgeons, psychiatrists and child psychoneurologists, as well as speech therapists , clinical psychologists and linguists.

Vinarskaya E. N.

Dysarthria

Pedagogy , For undergraduate and graduate students

The book is dedicated to dysarthria, one of the most common speech disorders in children and adults, which is associated with focal brain lesions. Are given various definitions concepts of dysarthria. A comparative description of the clinical forms is proposed: boulevard, pseudobulbar, extrapyramidal, cerebellar, cortical. Describes the principles and practical methods correctional and pedagogical work, based on data from anatomy, neurophysiology, neuropathology and psycholinguistics. The author of the book is Doctor of Medical Sciences E.N. Vinarskaya, a leading Russian scientist, whose work on psychophysiology, neurolinguistics, and logopathology is known all over the world. The book is addressed to speech therapists, defectologists of all specialties, psychologists, linguists, neurologists, students of defectology and psychological faculties.

Vinarskaya E. N.

Human consciousness. View from a scientific crossroads

Psychology , Philosophy

The miracle of consciousness belongs to those phenomena that S.P. Kapitsa defined as “obviously incredible.” The author of this book, a neurologist by initial education, worked in several natural sciences and humanities bordering on neurology, which allowed her to assert that consciousness is related to philosophy and psychology to the same extent as to biology, physics and semiotics. _x000D_The generalization in this book of the relevant materials of modern Western science and ancient Eastern teachings using the method of system synthesis allows us to discuss the problem of preventing the possible destruction of humanity by identifying the key role of man in the system of the universe and understanding the still little realized colossal potential of his consciousness._x000D__x000D_Addressed to all people interested in the problems of science people (medics and teachers, psychologists and linguists, physicists, philosophers, etc.) and concerned about the fate of future generations.

Vinarskaya E. N.

Clinical problems of aphasia. Neurolinguistic analysis

Medical literature , Pedagogy

The study of aphasia is one of the most complex areas of knowledge. This complexity is rooted in the dual nature of the problem: the study of aphasia is of interest for sciences not only of biological, but also of the humanities. Nowadays, at the intersection of neuropathology and linguistics, a new frontier science has emerged - neurolinguistics. This book is the first monograph on neurolinguistics, which was written by a clinician and is aimed at discussing, first of all, the clinical problems of aphasia. The neurolinguistic approach opens up new opportunities in solving such traditional clinical problems as the essence of aphasia, pathogenesis and compensation mechanisms for aphasic syndromes, principles of differential diagnosis of aphasia , speech agnosia and speech apraxia, methods for studying patients with aphasia, etc. The book is intended for neurologists, psychiatrists, speech therapists, psychologists and linguists.

L literature

INTRODUCTION

Defectology has its own special object of study; she must master it. The processes of child development studied by her represent a huge variety of forms, an almost limitless number of different types. Science must master this uniqueness and explain it, establish cycles and metamorphoses of development, its disproportions and moving centers, and discover the laws of diversity. ( L. S. Vygotsky)

The formation of domestic defectology is associated with the name of L. S. Vygotsky, who made the most important contribution to the creation of its scientific foundations. His genetic principle of studying the abnormal child, as well as the theory mental development formed the basis for research into abnormal childhood. The works of L. S. Vygotsky contributed to the restructuring of the practice of defectological diagnostics and special education. Experimental and theoretical research conducted by L.S. Vygotsky in the field of abnormal childhood “remains fundamental for the productive development of problems in defectology.”

Addressing this manual primarily to speech therapists, doctors of orphanages and special children's institutions (medical and pedagogical consultations, auxiliary schools, kindergartens and schools for children with speech and motor disorders, early deafness, mental retardation, etc.), and We also guide teachers who carry out correctional and educational work with abnormal children by the ideas of L. S. Vygotsky. Let us focus our attention on the patterns of early childhood development, their pathology and the diagnosis of the consequences of this pathology in further development abnormal children of preschool and school age.

Understanding the patterns of early age is of particular importance for defectology, because it is at this time that an abnormal type of development often begins to form. In comprehensive studies of child development, an important place should be occupied by the study of early childhood - the period of the most intensive development of various physiological systems. This period has been studied more in the psychological and pedagogical aspect, while there are relatively few physiological studies of a child from one to three years old. If we keep in mind the provisions of L.S. Vygotsky that defectology needs such studies of child development that are associated with the discovery of internal patterns, internal logic, internal connections and dependencies that determine its structure and course, then we must admit that psychological -Pedagogical study of early childhood is far from complete.

Let's think about the reasons for the difficulties of psychological and pedagogical study of early childhood, to which we will include the first 1.5-2 years of life, i.e. bearing in mind the age periodization scheme recommended by the Institute of Age Physiology of the Academy of Sciences of the USSR, the neonatal period (0-10 days), infancy(10 days - 1 year) and 2/w early childhood(1-2 years). The developmental anomalies of interest to the defectologist are associated with dysfunctions of the evolutionarily most advanced distant sensory organs and specifically human abilities for objective perception, objective actions, speech and thinking. In other words, the defectologist is concerned primarily with anomalies in the development of the so-called higher mental functions of a person, which, according to Soviet psychology (the works of L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev, A.R. Luria, etc.) are formations that are socio-historical in origin, conditioned-reflex in their physiological mechanism, and sign-mediated in the structure of the corresponding processes. The ontogenetic formation in a child of conditioned reflex sign-mediated higher mental functions occurs in the process of unconscious adaptive behavior, which differs sharply from the conscious adaptive behavior of an adult. That is why the communicative and cognitive activity of a young child cannot, in principle, be studied using conventional psychological and linguistic methods.

The communicative and cognitive activity of young children, during which the unconscious foundations of their future higher mental functions are laid, is inseparable from the integral functional states of the body, and therefore methods for studying this activity must be, and cannot but be, simultaneously methods for studying such functional states. The syncretism of the child's behavioral reactions dictates the synthetic nature of the corresponding research techniques.

What L.S. Vygotsky said about the study of child development in general, we think, is of particular importance for the study of the early stages of this development. “At the beginning of pedology, which is just mastering the art of scientific diagnostics of development, it would not be a bad idea to borrow a little logical rigor from the geometric theorem, even go a little too far in the direction of geometrization and, in any case, remember that at the beginning of the history of development it must be precisely formulated, at least mentally, for the researcher, what exactly needs to be proven...”

To achieve our practical goals, the role of such a geometric theorem is played by the general provisions of dialectics, well known from the works of V.I. Lenin. “In our time, the idea of ​​development, evolution has entered almost entirely into the public consciousness... Development, as if repeating the steps already passed, but repeating them differently, on a higher base (“negation of the negation”), development, so to speak, in a spiral, and not in a straight line; - development is spasmodic, catastrophic, revolutionary; - “breaks of gradualism”, transformation of quantity into quality; - internal impulses for development, given by contradiction, the collision of various forces and tendencies acting on a given body either within a given phenomenon or within a given society; - interdependence and the closest, inextricable connection of all sides of each phenomenon (and history is opening up more and more new aspects), a connection that gives a single natural world process of movement - these are some of the features of dialectics, as a more meaningful (than usual! doctrine of development."

In solving diagnostic and correctional-pedagogical problems, the defectologist must be guided by these general principles of dialectics, embodied in the specific patterns of early childhood: the characteristics of the driving forces of development during each period, the specifics of sensitive periods, their inherent qualitative-quantitative transitions, etc.

To be guided, however, by these specific patterns, they need to be studied. A defectologist cannot wait until physiologists and psychologists reveal the patterns of early childhood development. He cannot wait, not only because abnormal children are already demanding help from him today, but also because the patterns of development are the subject of study of defectology itself. We included in the epigraph the well-known position of L.S. Vygotsky that defectology is obliged to master the laws of child development. She must master, including the laws of development in early childhood when mental behavior is carried out purely unconsciously in syncretic behavioral complexes.

The solution to this pressing problem of defectology is associated with the choice of a productive method of functional periodization of child development at an early age. The methods that still exist are not sufficiently physiologically justified. They are based either only on social factors, or on particular morphological characteristics (growth rate, change of teeth). We can agree that periodization should be based on criteria that reflect the specifics of the holistic functioning of the organism, for example, the way it interacts with the external environment. If we accept that emotional communication and emotional cognition constitute the dominant way of interaction of a young child with the external environment, then, consequently, the objective periodization of this age can be based on the characteristic features of emotional behavior.

Emotional behavior has diverse external manifestations: vegetative, motor and mental. Among this variety of external manifestations, we drew attention to the so-called innate sound reactions: infant cries, laughter and crying, humming and babbling. All these sound reactions, being an expression of the maturation of the anatomical substrate, the brain, serve to adapt the body to the external environment and specific interaction with it, as a result of which they reflect the educational influences of this environment. Innate vocal reactions have not yet been consistently considered from this angle, despite the fact that they have been the object of study and description more than once.

We will consider the successive innate sound reactions of children as one of the objective indicators of the increasingly complex structure of the emotional communicative-cognitive activity of a young child - activity that ensures the implementation of social sign influences of the external environment on the processes of biological maturation occurring in his body. In order to avoid the cumbersomeness of the text, we will not present the entire amount of known factual information about innate sound reactions, but will pay attention only to the fundamental trends in their development.

Treating the child’s innate vocal reactions and the details of their objective structure as developmental symptoms dramatically expands the diagnostic capabilities of the defectologist and allows “...with the help of mental processing of these external data to penetrate into the inner essence of developmental processes.” Understanding the internal essence of developmental processes opens up new prospects for the development of rational methods of raising and teaching abnormal children.

The sound reactions of a young child express not only his communicative, but also his cognitive activity. The indissoluble connection between the communicative and cognitive aspects of development follows from the general provisions of dialectics. All objective realities, being in interaction, one way or another, reflect the properties of each other, which is specified differently at the level of physical, biological and social categories of reality. The communicative-cognitive behavior of a child seems to be one of these social concretizations. Developing on the basis of an innate orientation-exploratory instinct, the communicative-cognitive activity of a young child is unconscious in nature, therefore the structural units of this activity can be presented as syncretic operational complexes that are adequate to various adaptive tasks of the child’s emotional interaction with the external environment.

Innate biological vocal reactions are the most important structural components of the syncretic operating complexes of a young child. In the process of communicating with an adult, they change and acquire nationally specific iconic features. L.S. Vygotsky in his work “Thinking and Speech” stated that the form (otherwise the signifier) ​​of linguistic signs genetically arises before their content (signified). This position gives grounds to say that the roots of linguistic signs can be discovered in the process of their development. If emotional communication precedes linguistic communication in a child’s development, then doesn’t this mean that the phonetic forms of linguistic signs are rooted in the structures of emotional-expressive communicative-cognitive signs of the early stage of development? After all, the thought of L.S. Vygotsky himself was fundamentally in the same direction when he, speaking about emotional sound reactions great apes, argued that “... this same form of expressive vocal reactions undoubtedly underlies the emergence and development of human speech.”

This hypothesis deserves the closest attention of the speech pathologist. Assuming that innate vocal reactions are transformed under the influence of maternal speech patterns into emotional and expressive signs - the prerequisites for linguistic phonetic forms, we describe them from the point of view of the facts and concepts of modern phonetics. At the same time, we naturally refuse to see syllables, intonation structures, and especially phonemes in the sounds of innate vocal reactions. Being in emotional interaction with his mother and other adults, the child unconsciously gives subjective assessments to all cognizable objects and phenomena. At the same time, adults, the mother in the first place, turn out to be the same unconscious conductors of the system of social values: aesthetic, moral, everyday, industrial, etc. The child begins to express the emerging subjective values ​​of the personality already in the prelinguistic period of development through his emotional and expressive reactions: screaming, roaring and babble. The acquired skills serve in mature speech to express how the speaker relates to himself, the interlocutor, and what is being discussed; what is indifferent to him, and what he considers important and most important in the composition of his statement.

The emotional or value reflection of reality is the most important aspect of cognitive processes, and the subjective value organization of speech is the most important aspect of its semantic content. A speech pathologist needs to know the set of corresponding functional units, their semantics and principles of organization in the flow of speech. Such knowledge is necessary not only to understand the patterns of transformation of emotional and expressive means of speech into phonetic forms of the native language in young children. It is also needed to improve the diagnosis of abnormal development and to develop methods of pedagogical compensation and correction of various anomalies and their consequences.

The manual consists of three parts. The first part, “Natural scientific justification of diagnostic principles,” outlines the patterns of communicative and cognitive development of young children: already known and newly discovered through the neuropsychoparalinguistic method of studying the sound reactions of children. The successively occurring five periods of communicative and cognitive development are described: infant cries (0 months -2-3 months), humming (2-3 months - 5-6 months), early babbling (5-6 months -9-10 months), babbling pseudowords (9-10 months - 12-14 months) and late melodic babble (12-14 months - 18-20 months). Within each period, its need-motivational and operational-technical new formations are considered. The interaction between the factors of a child’s biological maturation, primarily his brain, and educational influences on him is shown. social factors environment. The continuity of the need-motivational and operational-technical phases in the development of each period and individual periods in the development of the holistic activity of “direct emotional communication” is emphasized.

In the second part of the manual, the described patterns form the basis for the principles of diagnosing the consequences of communicative and cognitive anomalies of early age. Chapter 3 examines the issues of defectological diagnostics raised by L.S. Vygotsky and still relevant today. The reader is offered age standards for the mental communicative and cognitive development of a child in the first and second years of life. The discussed provisions are illustrated with specific examples. For the first time in the literature (Chapter 4) the concepts of L.S. Vygotsky about the zone of proximal development are considered from the angle of view critical issues about the first steps of a child’s acquisition of his native (in this case Russian) language, for which the results of experimental phonetic research in recent years are used.

The third part of the manual is devoted to a discussion of the significance of communicative and cognitive disorders of early childhood in the structure of typological syndromes of abnormal development. Among these syndromes, on the one hand, the comparatively little-known syndromes of hospitalism and early childhood autism are examined, in the pathogenesis of which the pathology of emotional communicative and cognitive means is of particular importance, and on the other hand, the reader’s attention is drawn to such familiar forms of abnormal development as oligophrenia, alalia and early-onset deafness. The patterns described in the first part early development allow us to clarify some aspects of the mechanism of symptom formation in the structure of these familiar forms of abnormal development.

The purpose of this methodological manual is to attract the attention of defectologists to the patterns of communicative and cognitive development of young children and to the consequences of their disorders in the pathogenesis of various developmental anomalies. This will facilitate the objective diagnosis of these anomalies in children of different ages.

For greater clarity of the material, a dictionary of terms borrowed from related disciplines is attached to the text of the manual. A list of recommended readings is also provided.
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