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Clinical Psychology and Special Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-0394

DOI: http://dx.doi.org/10.17759/cpse

License: CC BY-NC 4.0

Started in 2012

Published quarterly

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Study of the Communicative Abilities of Pre-School Children with Severe Speech Impairments

Kuftyak E.V., Doctor in Psychology, Head of the Department , Kostroma State University named after N.A. Nekrasov, Department of Special Education and Psychology, Russia, kuftyak@yandex.ru
Odintsova M., Senior educator, Kindergarten No. 28 of Kostroma, Odintsovo, Russia, odinzova-marina@mail.ru
Abstract
The article deals with communicative abilities of children with severe speech impairments. Communicative difficulties of children with speech impairments make it difficult for a cognitive sphere and personality to develop. It describes the empirical study aimed at investigating the peculiarities of communicative abilities in pre-school children with severe speech impairments compared to normally developing peers. It has been established that children with speech impairments have retarded development of communicative actions during the organization and execution of cooperation, abilities for a partner dialogue with peers and communicative qualities of a personality. It has been shown that formed control over joint actions is important for developing communicative qualities of a personality in children with speech impairments, while sensitivity to the change of states and experiences of a partner in communication and interaction is important in pre-school children with normal development.

Keywords: communication skills, collaboration with peers, communication personality traits, severe speech disorders, preschool children

Column: Empirical research

DOI: http://dx.doi.org/10.17759/cpse.2018070205

Funding

The work was prepared with the financial support of the Russian Foundation for Basic Research (Project No. 17-06-00607).

For Reference

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