Ways to develop oral speech, spatial and temporal perceptions in children with alalia

Аннотация

This study revealed that spatial-temporal representations are not stably formed in preschool CITATION children with alalia. They do not develop without special S.N. Abdullayeva. (2025). Ways to develop oral speech, spatial and education, which complicates the process of formation temporal perceptions in children with alalia. The American Journal of of language tools expressing spatial-temporal relations Social Science and Education Innovations, 7(05), 58–62. https://doi.org/10.37547/tajssei/Volume07Issue05-07 and the possibility of using them in oral speech. This situation determined the need to create a system of speech therapy work to develop representations of COPYRIGHT spatial-temporal relations in preschool children with © 2025 Original content from this work may be used under the terms alalia. The results of the study made it possible to of the creative commons attributes 4.0 License. develop two main areas of correctional work: the formation of subjective sensations of space and spatial representations in children with alalia; the formation of subjective sensations of the passage of time and time representations in schoolchildren with alalia. Keywords: Time, space, perception, imagination, speech therapy system, correction, subject, attitude, development, consciousness, principle, task, process. Introduction: It is advisable to start corrective work on overcoming spatial-temporal disorders in children with alalia, first of all, with the development of elementary perception of individual properties of objects and the full perception of these objects in space and time. After that, it is necessary to proceed to the formation of ideas about space and time, starting with the development of understanding of the work, and then moving on to the reflection of spatial and temporal relations in oral speech. Since the development of conscious time perception in children occurs later and at a more complex stage than the development of spatial perception [222], corrective work on the development of spatial representations at an elementary level in children with alalia occurs earlier The American Journal of Social Science and Education Innovations 58 https://www.theamericanjournals.com/index.php/tajssei The American Journal of Social Science and Education Innovations than the development of time representations. with surfaces of different textures and shapes. We will consider the main principles, goals, tasks and To develop children's sensory and motor experience, main content of the corrective work we have outlined. exercises based on their direct interaction with three- dimensional space can be used, in which they learn about space using their bodies. In this type of work, we Correction of spatial representations in students. have included some methodological developments The goal of work aimed at forming spatial relationships proposed by A.V. Semenovich [198, 199,200]. They is to develop students' spatial orientation as a unique include showing and naming body parts, reproducing sensory-perceptual ability, in which spatial and creating body positions (poses), and recognizing all representations are directly related to the child's types of tactile sensations. Let's consider specific tasks thinking, speech, and activity.One of the primary tasks that children can perform. of correctional education is to enrich the child's - Task 1. The child is asked to show his own body sensory and motor experience, the experience of parts first, then others. subject-practical activity, and on this basis to form - Task 2. The adult (teacher) touches any part of ideas about the scheme of his body in the surrounding the child's body, then asks the child to show it to himself space. In the process of the child's practical mastery of with his eyes closed, then, opening his eyes, shows it to space, it is necessary to include the teaching of verbal the teacher and, of course, says its name. forms of spatial relations, spatial terms. In special education, the genesis of the mastery of space by - Task 3. The teacher puts his hand on any part of children and the leading role of the motion analyzer in his body and asks the child to show this part of himself. this process should be taken into account from the - Task 4. The teacher repeats body positions, in child's early and preschool age [44, 57, 92, 147, 169]. the creation of which the whole body participates, In the formation of the sensory basis of orientation in including hand positions, after the teacher, the game space (spatial ideas), sensations and signals coming "Mirror". from the musculoskeletal system and the skin play a - Task 5. The child must independently come up special role. Correctional work with children should with his own body positions or depict various figures, begin with the development of these sensations, which letters and numbers using his body. serve as the basis for the formation of the lowest levels of spatial ideas. - Task 6. The teacher invites the student to