Methodological support of teaching pronunciation through phonetic rhythm to 4-5-year-old preschool children with hearing and speech impairments

Statement of the problem. In terms of the provisions of the concept for the development of education for students with disabilities and health limitations for the period of 2020-2030, the age period from 3 to 5 years is marked as a new stage in the development of children’s communication, all aspects of speech development are intensively developing, an attitude appears to evaluate their speech. The organization of timely and expedient correctional and developmental work in the field of speech development of children of middle preschool age with hearing and speech impairments is a prerequisite for providing a primary functional basis for reading, and subsequently successfully mastering reading and overcoming difficulties in schooling. An analysis of educational theory and practice made it possible to highlight the contradiction between the development of the main provisions of the activity and differentiated approaches and the insufficient development of methodological support for the formation and development of the pronunciation side of speech in children of middle preschool age. The problem solved in the article is to find modern speech therapy tools for teaching the pronunciation to 4-5 year-old preschoolers with hearing and / or speech impairments. The purpose of the article is to reveal the didactic potential of methodological support for the formation and development of the pronunciation side of speech in children of middle preschool age. Methodology (materials and methods) is based on the theory of the development of higher mental functions by L.S. Vygotsky; concepts of a systematic approach to identifying features and correcting speech disorders (multiaspect research and theoretical justification for the general underdevelopment of speech in children (V.P. Glukhov, N.S. Zhukova, R.I. Lalaeva, R.E. Levina, E.M. Mastyukova, T.A. Tkachenko, S.N. Shakhovskaya and others)); the analysis of official documents, scientific psychological and pedagogical literature on the problem of the formation and development of the pronunciation side of speech in preschool children; the material of the questionnaire, the understanding and recognition of the importance of future speech therapists and defectologists in mastering phonetic rhythm and its use in correctional and developmental work with non-speaking and poorly speaking children was revealed. Research results. Based on the analysis of scientific works of Russian and foreign researchers and educational and program documentation at the level of preschool education, in terms of accompanying children with disabilities, methodological support has been developed and justified, including the content of the work programs for the correctional courses in Pronunciation, a set of tasks (including video format) using phonetic rhythms to form the pronunciation of words in students of middle preschool age with hearing impairments and general speech underdevelopment of level II in the context of the implementation of the Listen, do, speak! project on the basis of two sites in Krasnoyarsk; the demand was revealed among future speech therapists and defectologists of the developed complex as a means of launching speech and developing the pronunciation side of speech in preschool children with hearing and / or speech impairments through an online survey of students specializing in Special (Defectological) Education at the KSPU named after V.P. Astafyev (full-time and part-time forms of education). Conclusion. The developed methodological support aimed at the formation and development of the pronunciation side of speech of children of middle preschool age with hearing and / or speech impairments will allow tracking the dynamics and making timely adjustments in its formation not only at the stage of preschool education, but also with appropriate modification actions, and at a subsequent educational level.