Gotowa bibliografia na temat „Language disorders in children – Psychological aspects”

The article presents an analysis of control and measurement materials of the final (oral) Russian language interview. The aim of the analysis was to determine comprehensibility of the tasks of control and measurement materials for students with special needs. The following analytical methods were used: retrospective analysis of scientific literature, content analysis of periodicals and conference proceedings on the problem of the research; practical methods (actualization of personal work experience in the system of special education). The structure of control and measurement materials of the final (oral) interview designed for children with special needs consists of two parts with two tasks in each part. It is concluded that, in the formulation of the tasks, it is necessary to take into account the principles of special methodology. This methodology stipulates targeting of the tasks considering special needs of learners with sensory disorders, serious speech disorders, physical-movement disabilities, delayed psychological development and autism spectrum disorders. The tasks require an assessment scale of their own. It is evident that the ideas of the article can be used in the design of the variants of the final (oral) interview adapted to the special educational needs of each category of learners with disabilities.

Speech development of a child with autism does not always take place at the appropriate age and does not always obey the laws of development of speech functions. According to the analysis of literature sources, the direct study of speech activity of children with autistic disorders requires a more detailed study. According to our predictions, a child with autistic disorders of older preschool age due to the peculiarities of communicative and behavioral spheres will show a low level of speech activity, which can be explained directly by the specificity of speech development along with limited language experience and insufficient knowledge of language and its use in communication. Language behavior consists of two complementary and interrelated processes: psychological formation (generation) of speech utterance and perception of the expanded speech of the interlocutor. The model of speech utterance generation includes five consecutive, interconnected stages (phases) identified by O.O. Leontiev (1967): the motive of utterance; the idea of expression; internal programming; lexical and grammatical development of the utterance; implementation of speech expression in external speech. Speech activity is one of the many forms of general activity, a reflection of the needs that arise in accordance with specific communication situations, a prerequisite and an important component of language behavior. The term "speech activity" is considered by us in the sense of the presence of a motive for speech utterance and direct speech utterance, which may occur as a reaction-response to the interlocutor's remark or as a desire to inform the interlocutor of their own thoughts, experiences, emotions, needs.

Aspects of print, broadcast, film and ‘new media’ are related to their interactions with psychiatry. Frequent representations of mental health issues are paralleled by the adoption of psychological theories into media studies. Key areas are covered where psychiatric items diverge from other medical specialities, such as the depiction of suicide, the dominance of ‘human interest’ stories and negative representation of people with mental illness. Although the language of mental disorders is important, the power of the image needs to be examined. Media items also have implications for public mental health (children as vulnerable viewers) and the clinical practice of psychiatry that are not uniformly negative. Television has limitations and clinicians are encouraged to participate in radio and other media. Resources and practical advice for media contact are provided.

The Behaviour Rating Inventory of Executive Function–Preschool Version (BRIEF-P) is a hand-storable instrument that permits evaluation of the executive functions in children between the ages of 2 years and 5 years 11 months by parents, teachers, or other usual child caregivers, thus facilitating early intervention. It is a standardized questionnaire that is derived from the school version. It has been translated into different languages and adapted to different cultures and recently it has been translated into Spanish. It is answered using a Likert-type frequency scale. It is composed of 63 items that measure various aspects of executive functioning: five clinical scales, three broad indexes, one composite score or Global Executive Composite, and validity scales. The objective of this study was to analyze the psychometric properties related to the validity and reliability of BRIEF-P in children with neuropsychological, psychological, and developmental disorders that begin to manifest during early years. Non-experimental or ex post facto research was the method used. The participants were 107 parents and 98 teachers, evaluating 205 children. We analyzed several psychometric properties, related to reliability and validity, and compared the results with normative and clinical samples in the versions (parents and teachers). It is confirmed that BRIEF-P is a valid and reliable instrument with which to evaluate executive functions in children having neurodevelopmental disorders. We believe that BRIEF-P can be an especially useful and advisable instrument to be applied by educational psychologists and children’s clinicians in a population. BRIEF-P is discriminative and sensitive to executive deficits in the clinical population.

Based on Russian and foreign sources in the field of medicine, psychology and speech therapy, an overview of the main approaches to the systematization of speech disorders in childhood is conducted. It is shown that despite the long and winding path of research, there are numerous descriptions of phenomenology, but there is no consensus about the nature and mechanisms of speech disorders in children. Currently, there are two main directions in the study of speech pathology in children: clinical and psycholinguistic. In a clinical approach, impaired speech is considered as a pathological condition with certain symptoms, etiology and pathogenesis. Psycholinguistic approach to speech pathology involves the correlation of the observed violation with the normal functioning of the processes of generation and perception of speech, as well as an assessment of the degree of formation of language ability. As a result, the analysis of clinical, psychological and psycholinguistic studies shows a lot of contradictions, pushing for an active search for more accurate nominations and differential diagnostic criteria for distinguishing between different states of a child’s speech deficiency. Thus, a tendency is shown to move to a new level of professional reflection from a narrowly focused (clinical, speech therapy, psychological) to a systemic one, in which the focus of scientists will be not only the problem of determining the disadaptive development, but also the prospects for the mental and speech development of the child.

Statement of the problem. Nowadays, preschoolers are developing in a space of enhanced informational impact, which determines the qualitative changes in their perception, consciousness, thinking, motivational and emotional-volitional spheres, activities, ethical and value aspects of life. There are processes of too early inclusion of the child in the world of gadgets, which leads to disruption in communication with parents and adults, slower speech and communication skills development, autism spectrum disorders. The processes cause the problems in the formation of children’s thinking, the development of their cognitive activity, which results in the gradual loss of their native language as a leading tool of consciousness. The fact arouses concern as the speech development of preschoolers is undergoing changes related to the formation of speech abilities, skills, prerequisites for reading and writing, the culture of speech communication. The study addresses the problems of preschoolers’ understanding of the semantic diversity of their native language, difficulties in forming the vocabulary, mastering the system of language concepts, morphological, word-formation and syntactic regularities, mastering the sound culture of speech, the formation of coherent speech and communicative competence. Despite the fact that the issues of speech development of preschoolers in various aspects are rather widely covered, however, the particularities of preschool children learning the Russian language as a native language in the context of information socialization require a deeper consideration. The purpose of the article is to consider not only the psychological effects of information socialization on the speech development of a child, but also to search for new methods that contribute to the mastery of the Russian language as a mother tongue, forms of mastering the role-playing game as a leading neoplasm of preschool childhood, the development of the emotional sphere and cognitive activity. The research methodology includes theoretical analysis, a synthesis of studies conducted by international and Russian scientists, and research in the field of language education of children, diagnosis of speech and communicative development of children, mastery of the Russian language as a mother tongue. Empirical methods are implemented to diagnose the level of mastery of the Russian language as a native one. Research results. The study presents diagnostic data on the level of mastery of the mother tongue by senior preschoolers. The conclusion is drawn on the importance of the integrative application of interactive dialogue methods and techniques that contribute to the activation of the creative, cognitive, communicative initiative of preschool children: work on the semantics of the word; creating conditions for the development of the desire of children to integrate into joint activities; role-playing games using the role-changing technique; stimulation of children’s imagination in verbal inventing stories; application of techniques for creating plot compositions in a verbal story. Conclusion. The study presents new methods that contribute to the mastery of the Russian language as their native mother tongue by preschoolers to study and develop their creative, communicative and cognitive experience. The results show that the techniques help to increase the efficiency of communication between children and adults, to optimize the adaptation process of a child in the world of the Russian language, its value-national component.

The paper presents research findings with 56 Roma children from Macedonia and Serbia between the ages of 3-6 years. The children’s knowledge of Romani as their mother tongue was assessed with a specially designed test. The test measures the children’s comprehension and production of different types of grammatical knowledge such as wh–questions, wh-complements, passive verbs, possessives, tense, aspect, the ability of the children to learn new nouns and new adjectives, and repetition of sentences. In addition, two pictured narratives about Theory of Mind were given to the children. The hypothesis of the authors was that knowledge of the complex grammatical categories by children will help them to understand better the Theory of Mind stories. The results show that Roma children by the age of 5 know most of the grammatical categories in their mother tongue and most of them understand Theory of Mind. References Bakalar, P. (2004). The IQ of Gypsies in Central Europe. 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Background: Tales were transmitted from one generation to another, enriching young people with values, beliefs, imagination and creativity. Children’s literature still plays a crucial part in education as it provides knowledge and entertainment, representing a typical example of"edutainment". In this paper, we carried out a review to examine pedagogic, didactic and psychological/therapeutic dimensions of children’s literature, with the aim of highlighting its role in promoting students’ holistic development and wellbeing. Methods: We have searched for original articles (from 1960s to 2019), by using the following keywords: "fairytales" or "fairy tales" or "folktales" or "fables" AND "education" or"development" or "learning" or "teaching" or "school" or "curriculum" or "classroom" AND"children" or "child" or "kids" or "childhood" AND "health" or "wellbeing". Results: We found 17 studies concerning pedagogic aspect of children literature, while 21 and17 studies were selected for didactic and therapeutic dimensions, respectively. From a pedagogic point of view, tales convey basic values useful for children lives. In a didactic perspective, properly chosen storybooks represent a valuable resource for school activities, improving students’ language skills and building up a friendly/respectful classroom environment. Children stories are also used by health professionals for therapeutic purposes (bibliotherapy) to prevent unhealthy habits and addictions, or address psychosomatic disorders. Finally, storybooks and web-based/digital stories can be an effective vehicle for health contents, to encourage the adoption of healthy lifestyles among schoolchildren. Conclusion: Children’s literature and storytelling could be helpful in promoting students’ global development and wellbeing, when included in school curricular activities.

Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model. Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies Reference: Afrida, Ni., & Mahriza, R. (2019). Visual and Cognitive Media : The Language Acquisition of Children With Dyslexia in Aceh. IJLRES - International Journal on Language , Research and Education Studies, 3(1), 112–126. https://doi.org/10.30575/2017/IJLRES-2019010409 Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414–431. https://doi.org/10.1177/00222194060390050401 Asrifan, A. (2015). 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Aims.This paper is based on a report commissioned by the United Nations High Commissioner for Refugees, which aims to provide information on cultural aspects of mental health and psychosocial wellbeing relevant to care and support for Syrians affected by the crisis. This paper aims to inform mental health and psychosocial support (MHPSS) staff of the mental health and psychosocial wellbeing issues facing Syrians who are internally displaced and Syrian refugees.Methods.We conducted a systematic literature search designed to capture clinical, social science and general literature examining the mental health of the Syrian population. The main medical, psychological and social sciences databases (e.g. Medline, PubMed, PsycInfo) were searched (until July 2015) in Arabic, English and French language sources. This search was supplemented with web-based searches in Arabic, English and French media, and in assessment reports and evaluations, by nongovernmental organisations, intergovernmental organisations and agencies of the United Nations. This search strategy should not be taken as a comprehensive review of all issues related to MHPSS of Syrians as some unpublished reports and evaluations were not reviewed.Results.Conflict affected Syrians may experience a wide range of mental health problems including (1) exacerbations of pre-existing mental disorders; (2) new problems caused by conflict related violence, displacement and multiple losses; as well as (3) issues related to adaptation to the post-emergency context, for example living conditions in the countries of refuge. Some populations are particularly vulnerable such as men and women survivors of sexual or gender based violence, children who have experienced violence and exploitation and Syrians who are lesbian, gay, bisexual, transgender or intersex. Several factors influence access to MHPSS services including language barriers, stigma associated with seeking mental health care and the power dynamics of the helping relationship. Trust and collaboration can be maximised by ensuring a culturally safe environment, respectful of diversity and based on mutual respect, in which the perspectives of clients and their families can be carefully explored.Conclusions.Sociocultural knowledge and cultural competency can improve the design and delivery of interventions to promote mental health and psychosocial wellbeing of Syrians affected by armed conflict and displacement, both within Syria and in countries hosting refugees from Syria.

[Truncated abstract] Some children with Specific Language Impairment (SLI) show poor performance on behavioural tasks designed to measure rapid auditory processing, such as the Repetition Test developed by Tallal and colleagues. Stemming from concerns about whether this task reflects higher-order, cognitive variables, this thesis sought to determine whether the performance deficits SLI children show were evident at the neurophysiological level, with minimal cognitive influences, such as attention, using paradigms designed to elicit the mismatch negativity (MMN) and late discriminative negativity (LDN). In the first two studies, a MMN paradigm, equivalent to the Repetition Test, was trialled with a group of 8 adults. In this paired paradigm, the second tone of a pair of pure tones ascending in frequency ('low'-'high') was occasionally replaced with a 'low' tone. The aim was to determine a 'long' and 'short' intra-pair interval (IPI) with which MMN was generated utilizing this paradigm and that were congruent with the Repetition Test findings (i.e., a long IPI at which SLI were able to perform the task, and a short IPI at which SLI children's performance was selectively impaired). In Study One, MMN to a within-pair frequency change was generated with the 30 ms IPI, but not the 700 ms IPI. The grouping parameters of the temporal window of integration (TWI) and temporal distinctiveness were considered less than optimal for the grouping of the pairs presented at 700 ms IPI for the pre-attentive system to register the within-pair frequency change. ... The frequency difference limens (DLs) of the SLI group were significantly higher than a group of 18 normally developing age- and intelligence-matched peers, but there was no significant difference between the groups in their performance on a control intensity discrimination task. The iii SLI group also showed poorer reading skills, yet frequency discrimination was related to oral language ability only. In the final study, MMN was measured to examine the pre-attentive neurophysiological basis of the SLI group's frequency discrimination deficit. Two frequency deviants that were just above each group's 75% DL on the frequency discrimination task were employed in a simple frequency change paradigm: 40 Hz difference for the control group, and 80 Hz difference for the SLI group. MMN and LDN were elicited in the group of 15 normally developing children to their 40 Hz suprathreshold frequency difference and to the 80 Hz difference. A significant MMN was not observed in the group of 13 SLI children to the 40 Hz difference, which was below their threshold level. However, despite discrimination at the behavioural level, MMN did not reach significance in the SLI group to their 80 Hz suprathreshold frequency difference, yet LDN was observed. MMN was larger in both groups for the 80 Hz difference. Furthermore, MMN and LDN amplitude to the suprathreshold deviants were predictive of both frequency and intensity DLs. These results suggested that SLI children have a pre-attentive neurophysiologically mediated insensitivity to small frequency differences, and that MMN (and LDN) to suprathreshold frequency deviants is a sensitive indicator of group discrimination differences and brain-behaviour relationships in children with and without SLI.

The characteristics of patient speech are used in clinical settings to make assumptions about the thought processes of people with psychotic disorders such as schizophrenia. However, there have not been any studies of the language of people with schizophrenia that present evidence drawn from a large group of speakers. This study employs a combination of quantitative and qualitative methods to determine whether 140 medicated individuals diagnosed with schizophrenia exhibit the linguistic abnormalities claimed in the literature. It also compares the speech of people with schizophrenia with that of people diagnosed with depression in order to assess whether there is a statistically significant difference in presence and/or frequency of abnormal speech between the two groups. Ultimately this study finds that all of the specific types of abnormal language behavior described in the literature do occur among a large group of individuals with schizophrenia. However, many such behaviors also occur among individuals with depression; there was a significant difference between the two groups for three of the twelve categories of language features assessed in this study, which were peculiar word choice, illogicality and distractibility. Further characteristics of the language of individuals with schizophrenia were also found, which could be a basis for improving clinical diagnostic materials.

Disruptive behaviour disorders (DBDs) in children are among the most common referrals to mental health services and can lead to adverse psychosocial outcomes. There is consistent evidence that dysfunctional parenting, which has been associated with parental psychopathology, is a risk factor for the onset of these disorders. Yet, few studies have explored a wide range of parental pathology and parenting behaviours as well as perceptions of mental health and parenting of the parents of children with DBDs. This study, which took the form of a multiple case study, aimed to explore and describe the mental health and parenting of parents of pre-adolescent and adolescent children with DBDs. It also aimed to explore and describe parental perceptions of their own mental health and parenting and how (or if) they perceive their mental health as influencing their parenting. Purposive sampling was used to select participants and the sample size was determined through data saturation. Data was collected via the Millon Clinical Multiaxial Inventory and a semi-structured interview. Thematic content analysis and cross-case synthesis were used to analyse the data. The participants’ personality profiles indicated the presence of moderate to severe pathology including personality disorders and clinical disorders. Parenting themes that emerged included a number of dysfunctional parenting behaviours. The parents showed an awareness of their mental health and perceived it as influencing their parenting. This study emphasised the importance of exploring mental health and parenting interventions for parents of children with DBDs. The biggest limitations of this study was the small sample size.

This study uses a cognitive group intervention approach in an attempt to alter anti-social behavior in elementary school children who experienced parental loss. The findings demonstrate improvement in some behaviors and worsening in others.

Hypotheses explaining maternal compliance behavior in relation to maternal attitudes and motivations and family and social influences were explored retrospectively in families of 39 obese infants from six to twelve months of age. Maternal social support and infant characteristics were not strongly associated or predictive of maternal compliance behavior. Stressful life changes in the family were negatively associated with maternal compliance to the dietary regimen. Maternal perception of infant fatness was negatively associated with dietary compliance behavior and positively associated with study protocol compliance behavior. Demographic variables were positively associated with compliance to study protocol. Family stress, maternal health beliefs, and demographic variables outweighed social support in their power to predict compliance behaviors. Compliance to study requirements did not necessarily mean compliance to the dietary regimen. Clinical use of assessing family stress, maternal beliefs and demographic variables appears to provide additional understanding of compliance behaviors in mothers with infant feeding recommendations.

The affectional bond that develops between caregiver and child during infancy can lead to the development of emotional distress and the manifestation of psychological disturbance if the relationship is severed and a sense of loss is experienced. Furthermore, the caregiver-child relationship formed during infancy can have implications for the development of interpersonal relationships in later life. The secure or insecure attachment relationships developed influence the capacity to form affectional bonds in later life and may lead to the manifestation of psychological disturbance, such as depression. The focus of this thesis is on four case studies of three children and one adolescent who have suffered negative early life experiences. Harrison is an 8 year old Koori boy who has suffered from maternal deprivation. Diana is a 10 year old girl who has a Mild Intellectual Disability and Epilepsy. The influence of second generational trauma on the caregiver-infant attachment relationship will also be explored in the case study of Diana. The third case study focuses on Melanie who is a 9 year old girl who has suffered from paternal sexual abuse and exhibits indiscriminate attachment relationships. Finally, the fourth case study focuses on Tammie who is a 16 year girl who exhibits depressive symptomatology which may have developed as a result of early insecure attachment relationships. The case studies are described with reference to attachment theory, the language and social deficits associated with negative early life experiences, and implications for therapeutic interventions.

Rationale. Definition of complex behavioral disorders is generally phenomenological in nature and guided by pragmatic, rather than genetic, concerns. Consequently, important aspect of genetic analysis is the search for novel phenotypic definitions from the familial/genetic perspective. SLI study 1. SLI denotes an inability to acquire normal language in the absence of peripheral hearing impairment, neurological disorder, and mental retardation. Sibling resemblance for several theoretically derived specific components of the SLI phenotype was examined in families of SLI children. In 38 sib-pairs from 10 French-speaking pedigrees, Verb Tense Morphology sub-tests (Real and Non-real Words) showed nonparametric correlations of 0.39 and 0.35, respectively (p < 0.05, 2-tailed). In a densely affected Anglophone pedigree, 41 sib-pair showed familial resemblance with respect to Derivational Morphology (r = 0.52, p < 0.01). SLI study 2. Family history study in 27 families examined the relationship between attention deficit/hyperactivity in SLI children and familial risk of speech/language disorders. Higher odds of speech/language disorders were observed in first-degree relatives of 13 SLI children who also had a medical record of attention deficit/hyperactivity (15/27 vs. 4/46, p = 0.001). Alcoholism study 1. Latent class analysis (LCA) including gender and 15 antisocial behaviors (>15yr) was performed in 236 broadly ascertained alcohol-dependent subjects (121 males, 115 females). Evidence for 3 qualitative behavioral classes was obtained: Socially Adjusted Adults, SAA; Antisocial Non-Aggressive Adults, ANAA; and Antisocial Aggressive Adults, AAA. In both, genders, the AAA class had the earliest age of onset for alcohol dependence (p = 0.001), more alcoholic first-degree relatives and more of other psychopathology. In females, the ANAA class was intermediate. In the ANAA males, socially adjusted childhood behavior differentiated the late onset from the intermediate ons

It was argued in Chapter 4.14.1 that sleep disorders medicine should be viewed as an integral part of psychiatry, whatever the age group of patients, because of the various close connections between sleep disturbance and psychological disorders seen in clinical practice. This is certainly the case regarding child and adolescent psychiatry in view of the high rates of psychiatric disorder of which sleep disturbance is often a part, and also the frequent occurrence of sleep disorders in young people with potentially serious developmental effects of a psychological and sometimes physical nature. The temptation to view children's sleep disorders as merely transitory problems, mainly in infancy, encountered by many parents and of no lasting or serious significance, should be resisted. This may be true for some families but is frequently not the case in others. The following account summarizes sleep disorders in childhood and adolescence. Familiarity is assumed with the earlier accounts of sleep disorders in adults (4.14.1), including the introduction to that section which covers basic aspects of sleep and other fundamental issues.

Eye movements have become a commonly used response measure in studies of spoken language processing. These studies are included in the so-called ‘visual world paradigm' in which participants' eye movements are monitored during scene viewing in language comprehension and production activities. In this chapter the most important aspects for running eye-tracking studies in children are revised. Developmental studies using eye movements have increased in the last ten years from babies to adolescents. However, there are only a handful of papers based on the ‘visual world paradigm' that analyze the spoken language in children with language disorders. These studies using eye movements have explored spoken word recognition; verb argument and thematic relations; and narrative comprehension and production. Results has proven eye tracker to be an effective tool for understanding language representation and processing in children with language disorders.

The existence of physical disorders and disabilities has been associated with suicidal behaviour among adults. Though relatively less often studied in children and adolescents, a growing body of evidence supports a similar link in this population as well. This text describes recent studies on suicidality among young patients with diabetes mellitus, bronchial asthma, human immunodeficiency virus (HIV), epilepsy, multiple sclerosis, traumatic brain injuries, and physical injuries. Suggested models addressing biological, psychological, and social aspects relevant to the possible pathophysiological mechanisms linking physical disorders and disabilities to suicidal behaviour in the paediatric age group are also discussed.

Chapter 13 deals with the definition of disablement and the epidemiology of disabling conditions, the importance of identifying, detecting, and caring for children with disabling conditions, the distinction (for convenience only) between two categories of disabling condition—low-prevalence high-severity disorders, and high-prevalence low-severity problems, the ways in which disabling conditions are identified, screening for autism, the place of developmental screening, the early identification of speech and language impairments and how they may be managed, motor disorders and specific learning disabilities, psychological, behavioural, and emotional disorders and service provision for them, and the vital importance of collaboration between health, social services, and education in the planning of early identification activities.

This chapter outlines the integrated approach to support children and young adults diagnosed with learning disabilities and autism spectrum disorders (ASD). In this context, the authors, first, discuss the legislative background providing legal basis for the disability support in educational environments. They, further, address psychological and neurological aspects of learning disabilities and ASD diagnostics and consider how legislative and neurological issues influence special education methods, counseling, and instructional technology support. The educational tools addressed include mobile devices and applications, virtual reality, and robotics. The chapter concludes with a report on the development of college-level course in instructional technology, intended for technology facilitators and teachers working with the ASD students. The case study focuses primarily on the use of the affordable and popular LEGO robots. The holistic approach to support of those with disabilities, outlined in the chapter, combines educational leadership issues, psychological and job counseling, special education methods, and instructional technology.

Статья посвящена изучению различных компонентов психологической готовности к обучению в школе детей старшего дошкольного возраста. Выявлены особенности школьной готовности у нормотипичных детей и детей с нарушениями речи. The article is devoted to the study of various components of psychological readiness for school education of children of senior preschool age. The features of school readiness in normotypic children and children with speech disorders were revealed.

The article provides a theoretical justification of the model of psychological and pedagogical support of the process of socialization of children of senior preschool age with a general speech underdevelopment. Based on the selected criteria and indicators, a diagnostic program has been developed that allows you to determine the level of formation of the components of socialization of preschoolers with speech disorders — behavioral, cognitive, social and personal. The authors obtained primary data for assessing the level of formation of the studied components of socialization. It is established that children of this category experience difficulties of a communicative, motivational, cognitive nature, which negatively affects the process of their socialization. One of the problematic aspects is the insufficiently formed level of voluntary self-regulation in them. The results obtained are interpreted as manifestations of modal-nonspecific patterns of impaired development and are used to justify the specifics of psychological and pedagogical support of the process of socialization of children in this category. The developed model of psychological and pedagogical support of these children includes three blocks: diagnostic-designing, correctionaldeveloping, consultative-methodical. The authors described the specifics of the content and methods for implementing each of them. The psychological and pedagogical conditions for the socialization of preschoolers with a general underdevelopment of speech are highlighted: the creation of a psychologically positive microclimate supporting the child’s communication in the family and kindergarten; carrying out special work to correct the deficiencies in the development of the components of socialization revealed in them during the diagnosis; development and implementation of an individual educational trajectory for the development of a preschool child with general speech underdevelopment, taking into account the specifics of nosology; systematic monitoring of the psychological and pedagogical status of the child in terms of changing the dynamics of mental development. As one of the conditions, the influence of arbitrary self-regulation on the success of the development of the listed components of socialization was considered.