Vinarskaya e n early speech development of a child. On the problem of early recognition and correction of speech development deviations in children

The problem of early diagnosis and correction of the development of children with speech disorders is not sufficiently represented in modern speech therapy. The traditional idea that speech therapy is advisable to use in cases of severe retardation has become widespread. speech development from age standards. The only exceptions are the categories of children with congenital defects of the articulatory apparatus, with cerebral palsy and other early diagnosed deviations of psychomotor development. There are appropriate guidelines for this group of violations.

The issues of identifying and diagnosing developmental disorders have not been sufficiently developed speech activity in children with intact prerequisites intellectual development and normal hearing, most of which qualify as a risk group for speech pathology at the age of 4-5 years. The development and functioning of speech therapy institutions is also aimed at this age.

Currently, there is a tendency towards earlier and more in-depth examination of psychomotor and communicative development child, allowing timely identification and correction of early signs of speech underdevelopment.

IN last years Experimental work is being carried out to study the characteristics of early speech development of children and develop methodological recommendations on normalization and correction of speech in the gardens of Moscow No. 815 and 1901.

The most significant indicators of linguistic development of children have been established, allowing early detection of a lag or violation of the anatomical and physiological prerequisites of speech activity. These include:

• understanding of speech in the sensorimotor period of development and the nature of the successive stages of mastering impressive speech;
• pre-linguistic vocal production (age and stages of vocalization, repertoire of consonant sounds, organization of babbling sounds by iteration type, syllable structure, prosody);
• first combinations of gesture and word; speech acts of approval and request (in separate words; two-word statements); emergence of communicative intentions;
• the beginning of active speech (volume of vocabulary and features of children's nominations; early syntax; accompanying speech; motivation of speech by an action or situation);
• mastery of the phonemic structure of speech (sequential formation of differentiation of phonemes according to acoustic and articulatory characteristics; the nature of phonetic transformations).

These characteristics are compared with the data of a clinical psychological examination and the characteristics of microsocial and pedagogical conditions formation of the child’s speech in each individual case.

To unambiguously resolve the question of whether the absence of language units that are normative for a given age is an indicator of speech pathology in the form general underdevelopment speech or tempo lag, it is quite difficult in early preschool age. It is necessary to dynamically monitor the nature and pace of development of various components of speech activity, not only in the process of repeated examinations, but also the speech therapist’s emphasis on positive changes under the influence of correctional work, which can be implemented in a nursery/garden setting.

The rationale for correctional work with this category of children requires a carefully collected anamnesis with an in-depth analysis of the period of pre-speech development (the “immediate beginning of speech”); multidimensional speech therapy examination; neurological and neuropsychological examination: assessment of the age normativeness of the identified symptom complexes (E.N. Vinarskaya, E.M. Mastyukova); observations by a speech therapist and teacher of the process of communication between children and adults and among themselves; constant recording of positive changes in communication.

A methodological scheme for psychological and pedagogical observation of a child in the process of his education and upbringing was developed at the ICP RAO in accordance with the principles of the neuropsychological method of analyzing disorders mental functions taking into account the main psychophysiological factors included in the child’s mental activity: regulation of mental activity; visual-spatial; auditory-speech; speech motor with articulatory and dynamic (kinetic) components.

The data from psychological and pedagogical observation were compared with the results of a targeted neuropsychological examination of the HMF - various types praxis, auditory-motor coordination, visual gnosis, auditory-verbal and visual memory, etc. according to a scheme adapted in accordance with the age of the children (Alle A.G.).

Results of a study of young children preschool age with deviations in speech development, carried out during experimental work in kindergartens NN 1901, 815 Moscow indicate the adequacy of the application of the proposed approach to making a speech diagnosis.

Based on a generalization of the data obtained, the main directions of early correctional intervention and a draft program for the correction of speech underdevelopment of younger preschoolers were developed.

The content and methods of development of the impressive side of speech, the phonetic structure of Russian speech, vocabulary, and elementary forms of pre-linguistic and monologue speech are determined. Special attention focuses on the formation of a communicative function using accumulated vocabulary material. Abstracts have been prepared for the main sections of the program speech therapy sessions(A.V. Senchilo).

The data obtained can be used to recommend structural restructuring of the system for early detection and correction of children with delays in the development of speech and communication abilities of various etiopathogenetic conditions.

We believe that at present it is advisable to highlight a special area of ​​preventive speech therapy intervention and direct the professional activity of the speech therapist to an earlier age. It is also necessary to more widely disseminate the experience of correctional work with children early age by creating nurseries diagnostic groups with appropriate methodological support.

L literature

INTRODUCTION

The formation of domestic defectology is associated with the name of L. S. Vygotsky, who made the most important contribution to the creation of its scientific foundations. His genetic principle of studying the abnormal child, as well as the theory mental development formed the basis for research into abnormal childhood. The works of L. S. Vygotsky contributed to the restructuring of the practice of defectological diagnostics and special education. Experimental and theoretical research conducted by L.S. Vygotsky in the field of abnormal childhood “remains fundamental for the productive development of problems in defectology.”

Addressing this manual primarily to speech therapists, doctors of orphanages and special children's institutions (medical and pedagogical consultations, auxiliary schools, kindergartens and schools for children with speech and motor disorders, early deafness, mental retardation, etc.), and We also guide teachers who carry out correctional and educational work with abnormal children by the ideas of L. S. Vygotsky. Let us focus our attention on the patterns of early childhood development, their pathology and the diagnosis of the consequences of this pathology in the further development of abnormal children of preschool and school age.

Understanding the patterns of early age is of particular importance for defectology, because it is at this time that an abnormal type of development often begins to form. In comprehensive studies of child development, an important place should be occupied by the study of early childhood - the period of the most intensive development of various physiological systems. This period has been studied more in the psychological and pedagogical aspect, while there are relatively few physiological studies of a child from one to three years old. If we keep in mind the provisions of L.S. Vygotsky that defectology needs such studies of child development that are associated with the discovery of internal patterns, internal logic, internal connections and dependencies that determine its structure and course, then we must admit that psychological -Pedagogical study of early childhood is far from complete.

Let's think about the reasons for the difficulties of psychological and pedagogical study of early childhood, to which we will include the first 1.5-2 years of life, i.e. bearing in mind the age periodization scheme recommended by the Institute of Developmental Physiology of the Academy of Sciences of the USSR, the neonatal period (0-10 days), infancy (10 days - 1 year) and 2/3 of early childhood (1-2 years). The developmental anomalies of interest to the defectologist are associated with dysfunctions of the evolutionarily most advanced distant sense organs and specifically human abilities to subject perception, objective actions, speech and thinking. In other words, the defectologist is concerned primarily with anomalies in the development of the so-called higher mental functions of a person, which, according to Soviet psychology (the works of L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev, A.R. Luria, etc.) are formations that are socio-historical in origin, conditioned-reflex in their physiological mechanism, and sign-mediated in the structure of the corresponding processes. The ontogenetic formation in a child of conditioned reflex sign-mediated higher mental functions occurs in the process of unconscious adaptive behavior, which differs sharply from the conscious adaptive behavior of an adult. That is why communicative cognitive activity It is fundamentally impossible to study a young child using the usual psychological and linguistic methods.

The communicative and cognitive activity of young children, during which the unconscious foundations of their future higher mental functions are laid, is inseparable from the integral functional states of the body, and therefore methods for studying this activity must be, and cannot but be, simultaneously methods for studying such functional states. The syncretism of the child's behavioral reactions dictates the synthetic nature of the corresponding research techniques.

What L.S. Vygotsky said about the study of child development in general, we think, is of particular importance for the study of the early stages of this development. “At the beginning of pedology, which is just mastering the art of scientific diagnostics of development, it would not be a bad idea to borrow a little logical rigor from the geometric theorem, even go a little too far in the direction of geometrization and, in any case, remember that at the beginning of the history of development it must be precisely formulated, at least mentally, for the researcher, what exactly needs to be proven...”

To achieve our practical goals, the role of such a geometric theorem is played by the general provisions of dialectics, well known from the works of V.I. Lenin. “In our time, the idea of ​​development, evolution has entered almost entirely into the public consciousness... Development, as if repeating the steps already passed, but repeating them differently, on a higher base (“negation of the negation”), development, so to speak, in a spiral, and not in a straight line; - development is spasmodic, catastrophic, revolutionary; - “breaks of gradualism”, transformation of quantity into quality; - internal impulses for development, given by contradiction, the collision of various forces and tendencies acting on a given body either within a given phenomenon or within a given society; - interdependence and the closest, inextricable connection of all sides of each phenomenon (and history reveals more and more new aspects), a connection that gives a single natural world process of movement - these are some of the features of dialectics, as a more meaningful (than usual! doctrine of development) ".

In solving diagnostic and correctional-pedagogical problems, the defectologist must be guided by these general principles of dialectics, embodied in the specific patterns of early childhood: the characteristics of the driving forces of development during each period, the specifics of sensitive periods, their inherent qualitative-quantitative transitions, etc.

To be guided, however, by these specific patterns, they need to be studied. A defectologist cannot wait until physiologists and psychologists reveal the patterns of early childhood development. He cannot wait, not only because abnormal children are already demanding help from him today, but also because the patterns of development are the subject of study of defectology itself. We included in the epigraph the well-known position of L.S. Vygotsky that defectology is obliged to master the laws of child development. She must master, among other things, the laws of development in early childhood, when mental behavior is carried out purely unconsciously in syncretic behavioral complexes.

The solution to this pressing problem of defectology is associated with the choice of a productive method of functional periodization of child development at an early age. The methods that still exist are not sufficiently physiologically justified. They are based either only on social factors, or on particular morphological characteristics (growth rate, change of teeth). We can agree that periodization should be based on criteria that reflect the specifics of the holistic functioning of the organism, for example, the way it interacts with the external environment. If we accept that emotional communication and emotional cognition constitute the dominant way of interaction of a young child with the external environment, then, consequently, the objective periodization of this age can be based on characteristics emotional behavior.

Emotional behavior has diverse external manifestations: vegetative, motor and mental. Among this variety of external manifestations, we drew attention to the so-called innate sound reactions: infant cries, laughter and crying, humming and babbling. All these sound reactions, being an expression of the maturation of the anatomical substrate, the brain, serve to adapt the body to the external environment and specific interaction with it, as a result of which they reflect the educational influences of this environment. Innate vocal reactions have not yet been consistently considered from this angle, despite the fact that they have been the object of study and description more than once.

We will consider the successive innate sound reactions of children as one of the objective indicators of the increasingly complex structure of the emotional communicative-cognitive activity of a young child - activity that ensures the social sign influences of the external environment on the processes of biological maturation occurring in his body. In order to avoid the cumbersomeness of the text, we will not present the entire amount of known factual information about innate sound reactions, but will pay attention only to the fundamental trends in their development.

Treating the child’s innate vocal reactions and the details of their objective structure as developmental symptoms dramatically expands the diagnostic capabilities of the defectologist and allows “...with the help of mental processing of these external data to penetrate into the inner essence of developmental processes.” Understanding the internal essence of developmental processes opens up new prospects for the development of rational methods of raising and teaching abnormal children.

The sound reactions of a young child express not only his communicative, but also his cognitive activity. The indissoluble connection between the communicative and cognitive aspects of development follows from general provisions dialectics. All objective realities, being in interaction, one way or another, reflect the properties of each other, which is specified differently at the level of physical, biological and social categories of reality. The communicative-cognitive behavior of a child seems to be one of these social concretizations. Developing on the basis of an innate orientation-exploratory instinct, the communicative-cognitive activity of a young child is unconscious in nature, therefore the structural units of this activity can be presented as syncretic operational complexes that are adequate to various adaptive tasks of the child’s emotional interaction with the external environment.

Innate biological vocal reactions are the most important structural components of the syncretic operating complexes of a young child. In the process of communicating with an adult, they change and acquire nationally specific iconic features. L.S. Vygotsky in his work “Thinking and Speech” stated that the form (otherwise the signifier) ​​of linguistic signs genetically arises before their content (signified). This position gives grounds to say that the roots of linguistic signs can be discovered in the process of their development. If emotional communication precedes linguistic communication in a child’s development, then doesn’t this mean that the phonetic forms of linguistic signs are rooted in the structures of emotional-expressive communicative-cognitive signs of the early stage of development? After all, the thought of L.S. Vygotsky himself was fundamentally in the same direction when he, speaking about the emotional sound reactions of apes, argued that “... this same form of expressive vocal reactions undoubtedly underlies the emergence and development of human speeches."

This hypothesis deserves the closest attention of the speech pathologist. Assuming that innate vocal reactions are transformed under the influence of maternal speech patterns into emotional and expressive signs - the prerequisites for linguistic phonetic forms, we describe them from the point of view of the facts and concepts of modern phonetics. At the same time, we naturally refuse to see syllables, intonation structures, and especially phonemes in the sounds of innate vocal reactions. Being in emotional interaction with his mother and other adults, the child unconsciously gives subjective assessments to all cognizable objects and phenomena. At the same time, adults, the mother in the first place, turn out to be the same unconscious conductors of the system of social values: aesthetic, moral, everyday, industrial, etc. The child begins to express the emerging subjective values ​​of the personality already in the prelinguistic period of development through his emotional and expressive reactions: screaming, roaring and babble. The acquired skills serve in mature speech to express how the speaker relates to himself, the interlocutor, and what is being discussed; what is indifferent to him, and what he considers important and most important in the composition of his statement.

The emotional or value reflection of reality is the most important aspect cognitive processes, and the subjective value organization of speech is the most important aspect of its semantic content. A speech pathologist needs to know the set of corresponding functional units, their semantics and principles of organization in the flow of speech. Such knowledge is necessary not only to understand the patterns of transformation of emotional and expressive means of speech into phonetic forms native language in young children. It is also needed to improve the diagnosis of abnormal development and to develop methods of pedagogical compensation and correction of various anomalies and their consequences.

The manual consists of three parts. The first part, “Natural scientific justification of diagnostic principles,” outlines the patterns of communicative and cognitive development of young children: already known and newly discovered through the neuropsychoparalinguistic method of studying the sound reactions of children. The successively occurring five periods of communicative and cognitive development are described: infant cries (0 months -2-3 months), humming (2-3 months - 5-6 months), early babbling (5-6 months -9-10 months), babbling pseudowords (9-10 months - 12-14 months) and late melodic babble (12-14 months - 18-20 months). Within each period, its need-motivational and operational-technical new formations are considered. The interaction between the factors of a child’s biological maturation, primarily his brain, and educational influences on him is shown. social factors environment. The continuity of the need-motivational and operational-technical phases in the development of each period and individual periods in the development of the holistic activity of “direct emotional communication” is emphasized.

In the second part of the manual, the described patterns form the basis for the principles of diagnosing the consequences of communicative and cognitive anomalies at an early age. Chapter 3 examines the issues of defectological diagnostics raised by L.S. Vygotsky and still relevant today. The reader is offered age standards for the mental communicative and cognitive development of a child in the first and second years of life. The discussed provisions are illustrated with specific examples. For the first time in the literature (Chapter 4), the most important questions about the first steps of a child’s mastery of his native language (in in this case Russian) language, for which the results of experimental phonetic research in recent years are used.

The third part of the manual is devoted to a discussion of the significance of communicative and cognitive disorders of early childhood in the structure of typological syndromes of abnormal development. Among these syndromes, on the one hand, the comparatively little-known syndromes of hospitalism and early childhood autism are examined, in the pathogenesis of which the pathology of emotional communicative and cognitive means is of particular importance, and on the other hand, the reader’s attention is drawn to such familiar forms of abnormal development as oligophrenia, alalia and early-onset deafness. The patterns described in the first part early development allow us to clarify some aspects of the mechanism of symptom formation in the structure of these familiar forms of abnormal development.

The purpose of this methodological manual- to attract the attention of defectologists to the patterns of communicative and cognitive development of young children and to the consequences of their disorders in the pathogenesis of various developmental anomalies. This will facilitate the objective diagnosis of these anomalies in children of different ages.

For greater clarity of the material, a dictionary of terms borrowed from related disciplines is attached to the text of the manual. A list of recommended readings is also provided.
^

, Pulatov A. M.

Dysarthria and its topical and diagnostic significance in the clinic of focal brain lesions

The monograph is devoted to the little developed, but practically important problem of dysarthria. It is written on the basis of a comprehensive clinical examination of patients with focal brain lesions, which also included a neurophonetic study of the patients’ speech. The book outlines the current state of the problem of dysarthria, provides the anatomical and physiological foundations of the speech act and the basic data of physiology and phonetics on the mechanisms of formation of speech sounds by a healthy person; describes the neurophonetic semiotics of bulbar, pseudobulbar and cortical (postcentral and premotor) forms of dysarthria; The pathogenesis of the characteristic manifestations of dysarthria is discussed and attention is drawn to its primary and secondary symptoms. The principles of differential diagnosis of the described forms of dysarthria are generalized. The question of how the analysis of the dysarthric component of a complex neurological syndrome can contribute to the formulation of a topical and nosological diagnosis of focal brain damage is examined in detail. The work consists of two semantic parts: theoretical neurolinguistic and applied clinical. The book is intended for neuropathologists, neurosurgeons, psychiatrists and child psychoneurologists, as well as speech therapists , clinical psychologists and linguists.

Vinarskaya E. N.

Dysarthria

The book is dedicated to dysarthria - one of the most common speech disorders in children and adults, which is associated with focal brain lesions. Various definitions of the concept of dysarthria are given. Offered Comparative characteristics clinical forms: boulevard, pseudobulbar, extrapyramidal, cerebellar, cortical. The principles and practical methods of correctional pedagogical work based on data from anatomy, neurophysiology, neuropathology and psycholinguistics are described. The author of the book is Doctor of Medical Sciences E.N. Vinarskaya, a leading Russian scientist, whose work on psychophysiology, neurolinguistics, and logopathology is known all over the world. The book is addressed to speech therapists, defectologists of all specialties, psychologists, linguists, neurologists, students of defectology and psychological faculties.

Vinarskaya E. N.

Human consciousness. View from a scientific crossroads

The miracle of consciousness belongs to those phenomena that S.P. Kapitsa defined as “obviously incredible.” The author of this book, a neurologist by initial education, worked in several natural sciences and humanities bordering on neurology, which allowed her to argue that consciousness is related to philosophy and psychology to the same extent as to biology, physics and semiotics. _x000D_The generalization in this book of the relevant materials of modern Western science and ancient Eastern teachings using the method of system synthesis allows us to discuss the problem of preventing the possible destruction of humanity by identifying the key role of man in the system of the universe and understanding the still little realized colossal potential of his consciousness._x000D__x000D_Addressed to all people interested in the problems of science people (medics and teachers, psychologists and linguists, physicists, philosophers, etc.) and concerned about the fate of future generations.

Vinarskaya E. N.

Clinical problems of aphasia. Neurolinguistic analysis

The study of aphasia is one of the most complex areas of knowledge. This complexity is rooted in the dual nature of the problem: the study of aphasia is of interest for sciences not only of biological, but also of the humanities. Nowadays, at the intersection of neuropathology and linguistics, a new frontier science has emerged - neurolinguistics. This book is the first monograph on neurolinguistics, which was written by a clinician and is aimed at discussing, first of all, the clinical problems of aphasia. The neurolinguistic approach opens up new opportunities in solving such traditional clinical problems as the essence of aphasia, pathogenesis and compensation mechanisms for aphasic syndromes, principles of differential diagnosis of aphasia , speech agnosia and speech apraxia, methods for studying patients with aphasia, etc. The book is intended for neurologists, psychiatrists, speech therapists, psychologists and linguists.