SPEECH DISORDERS IN PRESCHOOL CHILDREN AND RELATED METHODS AND CORRECTIONS IN THE ERA OF MODERN TECHNOLOGICAL DEVELOPMENT

Аннотация

This article examines speech disorders observed in preschool children within the context of modern technological development, analyzing their main causes and possible correction strategies. Against the backdrop of increasing digitalization, a decline in children's social activity and verbal communication skills has led to a rise in phonetic, lexical-grammatical, and psychological speech disorders. The study explores the classification of speech disorders, contemporary pedagogical and speech therapy methods, as well as individual and group-based correctional approaches. The article emphasizes the significance of cooperation between parents, educators, and speech therapists in fostering children’s speech development. It is argued that early diagnosis and a systematic approach can effectively reduce the negative impact of speech disorders. Key words: Preschool age, speech disorders, technological environment, logopaedics, phonetic development, verbal communication, pedagogical methods, correctional approach, early diagnosis, child psychology. In today's rapidly advancing digital age, children are introduced to digital technologies at a very early stage of life. The widespread use of smartphones, tablets, televisions, and other electronic devices has a significant impact on children's cognitive development, social skills, and, notably, speech development. Unfortunately, thisinfluence isnot always positive. The preschool period, which encompasses ages 3 to 7, is a critical stage in a child's overall cognitive and psychological development, as it lays the foundation for their perception of and relationship with the surrounding world. The formation of internal mental processes and self- regulation during this period is accompanied by the emergence of various neoplasms in the child’s psycheand consciousness. Preschool age is considered the most active period for the development of speech, thinking, auditory perception, attention, and emotional regulation. From an ontogenetic perspective, it is a continuation of early childhood, characterized by heightened sensitivity to developmental influences. It is during this period that children internalize social relationships through interaction with adults, play with peers, and engagement in real-life communication. Consequently, speech disorders emerging at this stage can adversely affect a child’s future learning ability, communication skills, and social integration. The developmental stage from ages 3 to 7 is one of the most crucial in a child’s life, as it is during this time that the foundation of personality is established, including psychological traits, memory, thinking processes, and even self-esteem. For this reason, it is essential that parents http://www.internationaljournal.co.in/index.php/jasass 115 Volume 15Issue 05, May 2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 understand the developmental processes occurring during this period and actively support their child's full potential. According to recent statistical data, the prevalence of speech disorders among children aged 3 to 7 is on the rise. These include delayed speech development (DSD), dyslalia, alalia, and logoneurosis, among others. The early identification and correction of these conditions through modern methodologies, individualized approaches, and educational technologies are of critical importance. The development of healthy speech in preschool children occurs in several stages. Renowned psychologist and pedagogue A.N. Leontiev classified speech development into four major periods: Preparatory Stage –upto 1year; Pre-preschool Stage –upto 3years; Preschool Stage –upto7years; SchoolAge[1] The preschool period (ages 3–6) is particularly significant. At this stage, children initially master phonemes that are easy to articulate, such as bilabial and labio-dental consonants (e.g., /p/, /b/, /m/, /f/, /v/). However, they often experience difficulties with more complex sounds, including sibilants, affricates (e.g., /s/, /z/, /ʃ/, /ʒ/, /ʧ/), sonorants (/r/, /l/), and dorsal sounds (/k/, /g/). As a result, children may mispronounce oromit thesesounds in theirspeech[2] Between the ages of 3 and 7, auditory perception gradually improves, enabling children to monitor and correct their own speech. This development fosters the formation of phonemic awareness, which is vital for accurate pronunciation and the ability to distinguish between similarsounds[3] During this period, children also experience significant vocabulary expansion. By the age of 4 to 6, an average child’s active vocabulary may reach 3,000–4,000 words. As vocabulary increases, grammatical structures also develop. By age 4, children begin using both simple and complex sentences in speech. By age 5, they are typically able to construct compound sentences with fluency. Five-year-old children can retell stories and fairy tales without prompting, demonstrating narrativeskillsand logical sequencing[4]