Verbal-cognitive activity in preschoolers with severe speech disorders: Methods of corrective speech therapy
DOI:
https://doi.org/10.33910/2687-0223-2025-7-3-196-204Keywords:
special educational needs, preschoolers, severe speech disorders, verbal-cognitive activity, cognitive development, language development, connected speechAbstract
This article addresses the relevance of investigating verbal-cognitive activity in preschoolers with severe speech disorders in view of expanding scientific understanding of the structure of the defect within the dysontogenesis of speech development. When defining the research materials and methods, the study clarifies conceptualizations of verbal-cognitive activity, the importance of communicative cooperation, and the role of adult involvement in the child’s storytelling (i. e., text generation) process. The practical significance lies in the theoretical substantiation of approaches for amplifying the formation of verbal-cognitive activity within a holistic educational process, taking into account shifts in the contemporary sociocultural and educational context. The study identifies specific principles and approaches for learners with severe speech disorders and specifies the target skills to be formed and developed in the course of acquiring storytelling abilities. The article explores the use of visual aids in corrective-pedagogical work across various developmental domains, including cognitive, speech/language, and socio-communicative development. The research was conducted through an assessment task involving productive visual activity based on the content of an artistic picture, followed by the child presentation of his or her creative product within a ‘storytelling-listening’ interaction. The findings indicate that picture-based visual activity undertaken in the presence of an adult fosters the emergence of initiative utterances as well as instances of accompanying and planning speech. The complementary interaction between speech and productive activity enhances variability of verbal-cognitive activity in a natural text-generation situation based on the child’s own drawing. It is demonstrated that the use of an artistic picture, symbolic-representational visual activity, and collaborative cognitive activity with adults and peers opens a wide range of opportunities for developing specific directions, content, and techniques of corrective-pedagogical work that meet the special educational needs of children with severe speech disorders.
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