General underdevelopment of speech is a common problem. This phenomenon is especially common in preschool children. In order to cope with this problem, it is necessary to properly build the process of teaching and educating children with such ailment. Choose exactly those classes that will contribute to the development of speech.
The development of speech is favorably influenced by various activities. Painting is rarely used, but it should not be overlooked. It is very important that children work with different materials: paper, clay, pencils. Thanks to this work, children are mobilized thinking processes, speech is activated. Education and education of children of preschool age with a general underdevelopment of speech should be a paramount task for the state and parents.
There is a sufficient number of methods of upbringing and training that should be used when working with children who suffer from general speech underdevelopment. Drawing, modeling, appliqués and designing are of great importance. With the help of pictorial activity the child embodies in natural images, all that he has known before. This is, in a way, a way of expressing one's thoughts.
During the art classes, children learn new words, learn to understand, distinguish and, of course, use words describing objects and actions in their speech.
It is necessary that the word become a term, and the child could use it in everyday life. To this end, it is necessary to translate the word into action, to create a definite relationship between the term and the object that this word designates. Fine work with this task copes fine.
Due to the fact that the child perceives objects visually, it is difficult for him to associate the term and the subject, the term and the action. The independent interaction of the child with the object helps to cope with this task. Namely, giving the child a specific subject and allowing him to act with it, and pronouncing these actions, new words and phrases are remembered much faster and better. Just as important is that the child acts with the subject on his own, it carries him even more.
Significantly faster development of speech occurs in the child during productive activities. The usefulness of productive activity lies in the fact that it is easy to play situations that are a good incentive for the manifestation of activity, including speech. With the help of problem situations, the communicative activity of speech is trained in the child.
Show the relationship of a word and an object to a lot easier than, a link of a word and an action. To explain what object this word means, you just have to show the child this item or just use the picture. It becomes problematic to explain the relationship between a word and an action, through a picture. While engaged in visual activity, this process occurs naturally, as the child independently performs certain actions.
The thinking processes of a child of preschool age are very specific, he thinks in images, pictures. From this we can conclude that the problem of the development of speech and thinking is identical with the problem of representations, i.e. perception of feelings. The word separated from the stem loses its meaning, embedded in it, and in some cases, acquires a purely individual, understandable sense only to the speaker, i.e. loses its function of communication, interaction. Language, communication is strongly connected with logic. But, nevertheless, when the child has a longer form of general, detached concepts, there is still a sensory basis. This provision should be borne in mind in the education and training of young children, i.e. with primary education. This is due to the fact that as the child grows up in place of feelings, logic comes.