Socialization-Individualization of Preschool Children with Speech Disorders in Motor Activity

Abstract

Urgency of the research is driven by the need to solve the problems of integral socialization-individualization of children with speech disorders in the theory and practice of pre-primary education. The purpose of the present research was to deal with the problems of integral socialization-individualization of preschoolers of over five years old with speech disorders in motor activity. The study engaged 100 older preschoolers with a normal level of speech development and 100 over-five group with speech disorders attending compensatory and combined groups of preschool educational organizations in Belgorod. The assessment of the results of testing motor abilities has shown that children with speech disorders have an insufficient level of their development. Low indices have been obtained for motor-coordinating abilities (accuracy – nonsufficient level in 100% of girls and boys; dexterity – in 68.2% of boys and 71.4% of girls), involving strength abilities (in 70.5% of boys and in 72, 3% of girls), tolerance (77.3% of boys and 75% of girls). Qualitative and quantitative analyses of the results of self-assessment of motor abilities of preschoolers with speech disorders revealed inadequately exaggerated self-assessment and overestimation of their abilities in motor activity with peers in 30% of children. 21% of children with speech disorders had inadequately negative self-feeling, lack of self-confidence, showed shyness and timidity.