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Clinical Psychology and Special Education

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2304-0394

DOI: https://doi.org/10.17759/cpse

License: CC BY-NC 4.0

Started in 2012

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Relationship Between the Psychological Development of Preschool Children with Speech Pathology and the Level of Development of Emotional Intelligence 144

Koval O.A.
Postgraduate Student, Department of Personality Psychology and Special Pedagogy, Vladimir State University named after Alexander and Nikolay Stoletovs, Vladimir, Russia
ORCID: https://orcid.org/0000-0002-5937-8783
e-mail: helga_smith@mail.ru

Abstract
The article reveals the features of emotional and cognitive development of preschool children with speech pathology, and their relationship with the level of development of emotional intelligence of parents. The relevance is caused by a marked increase in the number of children with speech pathology and insufficient study of the problem. The study involved 79 child-parent pairs, of which 51 children aged 4-5 years have speech disorders, and 28 children of the same age range are characterized by normative speech development. Found that children of the experimental sample statistically significant differ from their peers in the control group in the development of both cognitive and emotional spheres. The connections between the development of cognitive and emotional spheres of preschool children and the level of development of emotional intelligence of parents, as well as the style of emotional education implemented by them, are revealed. Parents of children in the experimental group have significant differences in the level of development of such components of emotional intelligence as interpersonal and intrapersonal emotion management, control of external manifestations of emotions, integrative indicators of interpersonal emotional intelligence and emotion management. Parents of preschoolers with speech pathologies are more likely to implement a disapproving style of emotional education, do not show interest in forming a child's ideas about emotions.

Keywords: cognitive development, emotional development, emotional intelligence, style of emotional education, preschool age, speech pathology

Column: Empirical research

DOI: https://doi.org/10.17759/cpse.2020090108

For Reference

Acknowledgements

the author is grateful to the “Сenter for Speech Pathology and Neurorehabilitation” (Vladimir), to all children and parents who took part in the study, as well as to the reviewers, editor and Executive Secretary of the journal, whose comments, recommendations and advice directed and supported throughout the creation of this article.

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