PECULIARITIES OF COMMUNICATION SKILLS FORMATION IN PRESCHOOLERS WITH DEVELOPMENTAL DISORDERS

The article presents the results of a comparative study of communication features in children with mental delays and mentally disabled preschoolers. The research methodology is based on the approach of G. M. Andreeva, who distinguished three components in the structure of communication: perception, communication and interaction. Comparison with normotypical peers allowed the authors to highlight the necessary pedagogical conditions for the organization of an inclusive educational space, which ensure the formation of communicative competence of preschoolers with developmental disabilities. To conduct the study, the authors chose diagnostic techniques equally applicable in working with both normotypical children and children with developmental disabilities. These are the methods of G. A. Zukerman, E. O. Smirnova and E. A. Kalyagina. The authors found a high level of formation of ideas about communication norms in all children, including children with organic brain lesions, while mentally disabled children cannot explain the rules of behavior, and preschoolers with a delay in mental development know and can explain the norms and rules of behavior, so fulfill them more consciously. The allegation of an increased level of aggressiveness of delayed children was disproved; it is shown that in this category of children it is possible to form constructive ways of resolving disagreements at a level close to the age norm. The lag in speech development is the reason that the child cannot formulate his desires and, as a result, cannot negotiate with his peer in the game. The study found that normotypical preschoolers outperform children with disabilities in development in terms of the level of formation of mutual control skills; mentally disabled children show the best result in individual work, and children with developmental delay achieve the result faster by working in pairs. The identified features of the communicative development of preschoolers are important in organizing an inclusive educational environment.

integrated approach, communicative skills, preschool child, normotypical children, children with mental delays, inclusive education, children with intellectual disabilities, perceptual component of communication, communicative component of communication, interactive component of communication.

Kiseleva T. G., Mataulina A. E. Peculiarities of communication skills formation in preschoolers with developmental disorders. Business. Education. Law, 2021, no. 3, pp. 444—451. DOI: 10.25683/VOLBI.2021.56.384.