B. Nussipzhanova, S. Berdibayeva, A. Garber, U. Tuyakova, Agaisha Mursaliyeva, Bibianar Baizhumanova
The modern educational situation in Russia shows that the number of children with developmental problems, including speech disorders in primary school is increasing. Therefore, primary education is beginning to focus on the problem of training and adaptation of the senior preschool children with speech disorders. The knowledge of cognitive development of preschool children with speech disorders will provide a theoretical basis for the creation of more effective corrective speech therapy programs taking into account the complex interactions of the higher mental functions of the child in the ontogeny which can contribute in overcoming the difficulties of preschool speech and the formation of a fully-fledged readiness for school. Language is an expression of human communication through which we can share ideas, information, emotions, and beliefs. Usually developing children learn the basics of language and speech in the toddler-preschool era. Language and speech skills serve a pivotal role in learning and social relationships. Delays in the early development of language and speech skills, which are prevalent in the population, may affect several fields of activity. The purpose of the study is to identify the characteristics of cognitive development of senior preschool children with phonetic-phonemic and general underdevelopment of speech. The factor analysis has shown that senior preschool children with speech disorders are characterized by cognitive development and intellectual readiness. the sound speech disorders and general underdevelopment of speech. The tests revealed significant differences in the performance of preschool children with speech sound disorders in first subtest (p <0.05).
{"title":"Cognitive Development of Pre-School Children with Language and Speech Disorders","authors":"B. Nussipzhanova, S. Berdibayeva, A. Garber, U. Tuyakova, Agaisha Mursaliyeva, Bibianar Baizhumanova","doi":"10.15405/EJSBS.227","DOIUrl":"https://doi.org/10.15405/EJSBS.227","url":null,"abstract":"The modern educational situation in Russia shows that the number of children with developmental problems, including speech disorders in primary school is increasing. Therefore, primary education is beginning to focus on the problem of training and adaptation of the senior preschool children with speech disorders. The knowledge of cognitive development of preschool children with speech disorders will provide a theoretical basis for the creation of more effective corrective speech therapy programs taking into account the complex interactions of the higher mental functions of the child in the ontogeny which can contribute in overcoming the difficulties of preschool speech and the formation of a fully-fledged readiness for school. Language is an expression of human communication through which we can share ideas, information, emotions, and beliefs. Usually developing children learn the basics of language and speech in the toddler-preschool era. Language and speech skills serve a pivotal role in learning and social relationships. Delays in the early development of language and speech skills, which are prevalent in the population, may affect several fields of activity. The purpose of the study is to identify the characteristics of cognitive development of senior preschool children with phonetic-phonemic and general underdevelopment of speech. The factor analysis has shown that senior preschool children with speech disorders are characterized by cognitive development and intellectual readiness. the sound speech disorders and general underdevelopment of speech. The tests revealed significant differences in the performance of preschool children with speech sound disorders in first subtest (p <0.05).","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115243287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Self-Cognition lessons at Kazakhstani schools are aimed at the harmonious development of child’s intellectual, spiritual capacity building, and moral empowerment. The purpose of the study is to analyze self-cognition teaching experience for creativity development in schoolchildren and to propose methodological recommendations for improving the learning process at self-cognition lessons. The self-cognition syllabus from the 1st grade through the 11th grade has been reviewed to identify a theme on schoolchildren’s creative development. For the purpose of this paper, content analysis of 5th grade textbook was done. The review showed that Lessons 33-34 are marked as “Creativity Lessons”. Pupils present their creative works from their Portfolios. The methodological framework developed by the researchers included curriculum that involves art-technologies for 5th grade schoolchildren and corresponded to themes from Lesson 17 through 34. 100 5th grade schoolchildren of School 55 in Almaty took part in Stage 1 of the diagnostic study. Assessment of creative abilities was carried out through tests from Zievert (2014) and Rogov (1999). The curriculum was conducted with only one class, which showed the lowest creative ability values versus the four 5th grades (n2 = 24) in the formative stage. After the Art Technology lessons, a high creativity level was demonstrated by a higher number of pupils. With the use of newly developed system, the number of pupils with high and average creativity levels increased.
{"title":"Development of Creative Abilities in Schoolchildren through Self-cognition Lessons","authors":"A. Mynbayeva, Nurgul Galimova, B. Akshalova","doi":"10.15405/EJSBS.228","DOIUrl":"https://doi.org/10.15405/EJSBS.228","url":null,"abstract":"Self-Cognition lessons at Kazakhstani schools are aimed at the harmonious development of child’s intellectual, spiritual capacity building, and moral empowerment. The purpose of the study is to analyze self-cognition teaching experience for creativity development in schoolchildren and to propose methodological recommendations for improving the learning process at self-cognition lessons. The self-cognition syllabus from the 1st grade through the 11th grade has been reviewed to identify a theme on schoolchildren’s creative development. For the purpose of this paper, content analysis of 5th grade textbook was done. The review showed that Lessons 33-34 are marked as “Creativity Lessons”. Pupils present their creative works from their Portfolios. The methodological framework developed by the researchers included curriculum that involves art-technologies for 5th grade schoolchildren and corresponded to themes from Lesson 17 through 34. 100 5th grade schoolchildren of School 55 in Almaty took part in Stage 1 of the diagnostic study. Assessment of creative abilities was carried out through tests from Zievert (2014) and Rogov (1999). The curriculum was conducted with only one class, which showed the lowest creative ability values versus the four 5th grades (n2 = 24) in the formative stage. After the Art Technology lessons, a high creativity level was demonstrated by a higher number of pupils. With the use of newly developed system, the number of pupils with high and average creativity levels increased.","PeriodicalId":164632,"journal":{"name":"European Journal of Social & Behavioural Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130874887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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