Використання методики М. Монтессорі для розвитку мовлення дитини

Abstract

The article considers the concepts of «Montessori pedagogy», «speech development» in young children with general language underdevelopment. The role of the teacher during the education of children with speech disorders is analyzed. The article is devoted to the famous scientist-researcher, philosopher, psychiatrist and psychologist, experienced pediatrician – Maria Montessori. At one time, M. Montessori became an innovator and ascetic of new humanistic ideas, the creator of a new method of teaching young children with speech disorders, which emphasizes the development of their own initiative and natural abilities of the child, especially through practical games. This method allows children with speech disorders to develop at their own pace and allows teachers to understand the child in a new way, to help him not to focus on one, but to develop harmoniously, feeling the support and support of an adult. The author of the article analyzes the theoretical foundations of M. Montessori pedagogy, gives a general description of the content and means of teaching in the system of special education. This article discusses the problem of perception in preschool children with General underdevelopment of speech. In the preschool period develops not only cognitive sphere, but also speech. Not all children this process is the same. Children with normal speech development at the end of the preschool period have a rich vocabulary, master the sound side of speech, and know how to build grammatically correct sentences. But there are children who have impaired speech development and it affect the cognitive sphere, including the development of perception. The study showed that the system of correctional and developmental activities, developed on the basis of the results of the study, contributed to the development of perception. The article discusses the effectiveness of methods of Maria Montessori’s work with children with developmental disabilities in the educational integration. Analysis of modern foreign Education and Training Institutes of Technology Maria Montessori showed that this technology is being successfully implemented in training and provides the full development of children who are developing normally, as well as children with special needs. Of problematic issues in the field of inclusive education for children with disabilities in integrated schools, the modern experience of educational integration in Ukraine and abroad, analysis and synthesis of training and methodological support of inclusive education, the study of sensory characteristics of inclusive classes of students, organizations and methodological support of the process touch education of children with disabilities in inclusive education curriculum is developed.