Influence of parents’ pedagogical competence on auditory-speech development of their children with cochlear implants

Problem and goal. The article analyzes the features of pedagogical competence of parents and their influence on their children who underwent cochlear implantation. The influence of these features on the auditory-speech development of preschool children with cochlear implants is revealed. The correlation between the values obtained in the course of ascertaining experiment identifying the level of parental pedagogical competence and the level of auditory - speech development of their children-users of cochlear implants is cleared out. The purpose of the article is to identify the features of parental pedagogical competence and the impact of these features on the level of auditory-speech development of their preschool children with cochlear implants. The methodology of the research is based on the existing provisions, theoretical foundations, the results of previous research works and approaches of our national surdopedagogy to the development of children after cochlear implantation. Results. The ascertaining experiment allowed to formulate conclusions on the basis of correlation between the level of parents’ pedagogical competence and the level of their children’auditory-speech development after cochlear implantation. A set of measures aimed at the development of parental pedagogical competence and auditory-speech development of preschool children with cochlear implants is proposed. Conclusion. The suggested complex of measures aimed at the formation of parental pedagogical competence and auditory-speech development of preschool children with cochlear implants can be implemented in the centers of auditory rehabilitation of children after cochlear implantation, in preschool educational institutions, centers of psychological, pedagogical and social assistance. Effective conditions for the implementation of this set of measures presuppose regular participation of preschool children parents in the process of their kids’ rehabilitation and further development. The worked out complex of corrective measures includes a number of interrelated activities directly with the children and with their parents. These corrective measures are based on a number of principles of corrective-compensating and developmental orientation.