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В статье изучается просодическая организация речи у детей дошкольного возраста с применением скрининг-диагностики. The problem of children's speech development is one of the most important issues of preschool general and special psychology and pedagogy, since speech occupies a special position in the hierarchy of mental and emotional-volitional processes. The prosodic organization of the speech flow is a significant aspect of this issue. Intonation is an integral part of speech. It is one of the most important components of language, which does not only organize oral speech, but also makes the communication process more informative. Timely detection of deviations from the normal course of development of the intonation aspect of speech in preschool children can allow timely organizing logopedic work aimed to form the expressiveness of speech and at the same time wake up the huge compensatory capabilities of the developing child's body to prevent the emergence of typological prosodico-intonational deviations.

The article deals with insertions viewed as a sub-type of intrasententional code switches within utterances of a child who simultaneously acquires Russian and English in a Russian family in Russia. Longitudinal studies of bilingual children’s speech activities are among the topical research phenomena since they can provide insight into the essential characteristics of early childhood bilingualism development. The bilingualism under observation is developed according to the principle “one person – one language” in a Russian monoethnic family, with mother speaking her native language and father speaking English, his non-native language, with their child. The authors’aim is to find out structural characteristics of insertions and their use in mixed utterances of the child during five years of his bilingual development (at the age period between three and eight years old). The data are oral utterances of the child that have been obtained with the help of participant observation fixed by videotaping and written notes. Structural analysis of insertions is based on the theoretical assumptions of the Matrix Frame Model elaborated by an American linguist C. Myers-Scotton. Two opposite trends act in the observed case: on the one hand, English language competence of the child is increasing; on the other hand, Russian as a dominant language has been more and more actively used as the Matrix language in mixed utterances, which subdues English insertions and limits their morphosyntactic significance. The results of the research show how different kinds of insertions reveal the dynamics of childhood bilingualism developed within a family or in a kindergarten.

В статье рассматриваются дополнительные стратегии в альтернативных способах общения для развития коммуникативных навыков детей с РАС. The idea of creating such a portrait can be implemented in different ways; one of the options is to choose a certain priority component of the child's development, for example, their communications, since such children are in urgent need of developing communication skills. In this regard, the authors of this article have tried to systematize the work of domestic and foreign researchers on this problem, which in the future could serve as a basis for the development of special pedagogical technologies.The study focuses on the works of foreign researchers who dealt with the problem of autism and made a significant contribution to the development of communication problems of children with ASD. Taking into account the severity and prevalence of language and speech disorders, the authors consider additional strategies in such alternative communication methods for the development of communication skills as, for example.

В статье рассматриваются особенности сенсорного восприятия детей с аутизмом, его взаимосвязи с интеллектуальным и речевым развитием. Every year, the number of children with autism spectrum disorders (ASD) increases all over the world. Speech disorders in children with ASD are variable and are the object of this investigation. The article analyzes the specific features of typical speech development and that of children with autistic disorders.

В статье рассматривается возможность создания корпуса детской речи и применения корпусных методов исследования в онтолингвистике. The article discusses the possibilities of creating a corpus of children's speech and the use of corpus research in ontolinguistics.

В статье рассматриваются вопросы изучения особенностей произвольного высказывания у детей старшего дошкольного возраста с задержкой психического развития посредством знаково-символических видов деятельности. The article deals with the issues of studying the typical features of arbitrary utterances in senior preschool children with disorders of psychological development (DPD) through signemic-symbolic kinds of activity.

В статье рассматривается фонетическое оформление речи у детей, имеющих врожденную расщелину неба, вне зависимости от возраста. One of the basic symptoms of speech disorder in children with congenital cleft lip and palate is impaired vocal timbre and sound production. The aim of this study is to investigate the phonetic aspect of speech in children with congenital cleft palate, regardless of age. The phonetic aspect of speech in this paper is understood as the intelligibility of the sound speech for easy perception by the interlocutor.

В статье рассматриваются возможности использования эмотивной лексики в связном монологическом высказывании детьми младшего школьного возраста, воспитывающимися в учреждениях интернатного типа. The article deals with the issue of speech development of junior schoolchildren, who have lost parental care. The article discusses the results of a study of the possibilities of using emotive vocabulary in a coherent monologic utterance by primary school-age children brought up in residential institutions.

Djecu je potrebno poticati kako bi došlo do pravilnog razvoja njihovog govornog stvaralaštva koje je najbolje poticati igrom i drugim djeci zabavnim i zanimljivim načinima jer se kroz igru najjednostavnije dolazi do novih znanja, vještina i sposobnosti. Prvi dio završnog rada „Govor“ opisuje bitne definicije govora, saznajemo zašto je od velike važnosti za ljudsku komunikaciju, dotaknut ćemo se govornih poremećaja predškolske djece, koji su razlozi i rizici koji mogu izazvati razna odstupanja u djetetovom govornom razdoblju, također se razmatra razvoj govora predškolske djece od rođenja pa sve do sedme godine. U drugom dijelu rada „Dječje govorno stvaralaštvo“, spominju se vrste dječjeg stvaralaštva, zašto je značajno, koje su prednosti i posebnosti, koja je uloga i zadaća roditelja i odgojitelja. U ovom dijelu također se spominje dječje govorno stvaralaštvo, kako se može razviti i poticati te što obuhvaća. U trećem dijelu rada „Poticanje govornog stvaralaštva kod predškolske djece“ govori se o poticanju te o načinima kojima se može potaknuti razvoja govora kod predškolske djece od rođenja do njihove šeste godine života, spomenut će se i znakovni jezik Baby Sign uz pomoću kojeg se može komunicirati s djecom koja nemaju razvijenu sposobnost govora. Također, u ovom dijelu spomenut će se i dječji centar koji nudi razne radionice za djecu kako bi se potaknulo njihovo govorno stvaralaštvo. Četvrti dio „Igra“ navodi što je igra, koje su glavne karakteristike igre, kako je strukturirana te koje vrste igara postoje. Peti dio što je zapravo i tema ovog rada „Poticanje pravilnog dječjeg govornog stvaralaštva uz pomoć igre“ navodi nekoliko zabavnih, jednostavnih i djeci prilagođenih načina kojima se može poticati govorno stvaralaštvo, a načini o kojima će biti riječ su poticanje uz pomoć igre, dječjih brojalica i kratkih pjesmica, zagonetki, uz pomoć dramatizacije i scenskih lutki, čitanjem slikovnica, te uz pomoć svakodnevnog razgovora s djetetom i prepričavanjem nekih događaja ili situacija. U zadnjim dijelovima rada navode se primjeri dobre prakse; nekoliko primjera jezičnih igara kojima se može poticati pravilno dječje govorno stvaralaštvo te primjeri igara koji su održani tijekom stručne prakse s djecom u dječjem vrtiću. Children should be encouraged in order to achieve the proper development of their speech creativity, which is best encouraged by game and other children with fun and interesting ways, because through the play the simplest new knowledge, skills and abilities are developed. The first part of the final paper “Speech” describes the essential definitions of speech, we find out why it is of great importance for human communication, we will touch on speech disorders of preschool children, which are reasons and risks that can cause different deviations in the child's speech period, and we will also consider the development of speech of preschool children from birth to the seventh year. The second part of the paper “Children's speech creativity” mentions the types of children's creativity, why it is important, what are the advantages and particularities, which is the role and task of parents and teachers. This section also mentions children's speech creativity, how it can develop and encourage and what it encompasses. The third part of the paper entitled “Promoting speech creativity in preschool children” deals with stimulation and ways to stimulate speech development in preschool children from birth to their sixth year of life. the sign language baby song will also be mentioned, through which one can communicate with children who do not have a developed ability to speak. Also, this section will mention a children's centre that offers various workshops for children in order to encourage their speech creativity. The fourth part of the “Game” states what the game is, what the main features of the game are, how it is structured and what kinds of games exist. The fifth part, which is actually the theme of this paper “Fostering proper baby speech creativity with the help of the game,” mentions several fun, simple and children adapted ways to encourage speech creativity, and the ways it will be about are encouraging with the help of games, children's counters and short songs, puzzles, with the help of drama and stage puppets, reading picture books, as well as with the help of daily conversation with the child and talking about events or situations. The last part of the paper presents examples of good practice; several examples of language games that can stimulate proper speech creativity and examples of games held during traineeship with children in kindergarten.

В статье рассматривается работа по реализации логопедической программы с безречевыми младшими школьниками, имеющими расстройства аутистического спектра и задержку психического развития. It describes the practical work on the implementation of the logopedic program with nonverbal primary school children with ASD and DPD attending the Federal Resource Center for the Organization of Comprehensive Support for Children with ASD.

Представлено научно-теоретическое обоснование современной технологии диагностики актуального уровня коммуникативного развития детей раннего возраста. Данная диагностическая методика разрабатывалась и апробировалась на базе дошкольных образовательных организаций города Москвы и Московской области в течение 15 лет. В рамках методики представлен инновационный подход к определению коммуникативных возможностей, которые только формируются у малышей 2–3-го года жизни. При этом исследуется весь спектр компонентов процесса общения, а не только речеязыковые средства, имеющиеся у ребенка. Теоретико-методологическим базисом данной методики стали основные положения культурно-исторической теории формирования психики и развития личности Л. С. Выготского. The article presents a scientific and theoretical justification of the modern technology of diagnostics of the current level of communicative development of young children. This diagnostic technique was developed and tested on the basis of preschool educational organizations in Moscow and the Moscow region for fifteen years. Within the framework of this methodology, an innovative approach is presented to determine the communication capabilities that are only being formed in children of the 2-3 year of life. At the same time, the whole range of components of the communication process is studied, and not only the speech-language means available to the child. The theoretical and methodological basis of this method is the main provisions of the cultural and historical theory of the formation of the psyche and the development of the personality of L. S. Vygotsky.

В статье рассматриваются переключения кодов в виде вкраплений в высказываниях ребенка, одновременно усваивающего русский и английский языки в русскоязычной семье в России., The article deals with insertions viewed as a sub-type of intrasententional code switches within utterances of a child who simultaneously acquires Russian and English in a Russian family in Russia., Филологический класс, Issue Т. 25, № 2, Pages 236-246

В статье рассматривается вопрос диагностики сформированности диалогической речи у детей среднего дошкольного возраста, применяемые в ДОО. Перечислены умения, определяющие уровень сформированности диалогических умений у детей данного возраста: умение вступать в разговор и поддерживать его, умение задавать вопросы и отвечать на них, умение завершать разговор. На базе исследований О. А. Бизиковой, А. В. Чулковой перечислены диагностические задания, которые позволяют проверить уровень сформированности указанных умений. Представлены критерии: содержание диалога, средства общения, коммуникативно-семантический тип высказывания, способы общения. К каждому критерию подобраны показатели оценки уровня сформированности диалогической речи у детей среднего дошкольного возраста, выделенные А. Г. Арушановой. Описаны уровневые характеристики сформированности умений диалогической речи у детей среднего дошкольного возраста. The article deals with the issue of diagnostics of the formation of dialogical speech in children of middle preschool age, used in preschool education. The skills that determine the level of formation of dialogic skills in children of a given age are listed: the ability to engage in and maintain a conversation, the ability to ask questions and answer them, the ability to end a conversation. On the basis of the research of O. A. Bizikova, A. V. Chulkova, diagnostic tasks are listed that allow you to check the level of formation of the indicated skills. The following criteria are presented: the content of the dialogue, the means of communication, the communicative-semantic type of expression, the ways of communication. For each criterion, indicators were selected for assessing the level of formation of dialogic speech in children of middle preschool age, singled out by A. G. Arushanova. The level characteristics of the formation of skills of dialogic speech in children of middle preschool age are described.

Формирование речи и уровень развития языковой способности являются основным показателем развития человека в целом. Филологическое образование способствует достижению этой цели. Филология - наука синкретичная, объединяющая знания нескольких гуманитарных дисциплин, следовательно, и филологическое образование служит достижению не только усвоения языка и формирования речевого навыка, но и начальному освоению дошкольником культуры, этических норм, обогащению читательского опыта, знакомству с азами анализа текста, развитию эмоциональной сферы детей. В статье обосновывается необходимость внедрения элементов филологического образования в программы развития и воспитания дошкольников, определяется его основная цель, развивающие возможности, инструментарий. Предпосылками внедрения в образовательный процесс элементов филологического образования для дошкольников являются, во-первых, функционирование разнообразных адаптационных, обучающих и развивающих программ, во-вторых, психофизиологическая готовность дошкольников к восприятию фольклорных и художественных текстов и, в-третьих, наличие законодательной базы и соответствующего образовательного стандарта. The formation of speech and the level of development of language ability are the main indicator of the development of a person as a whole. Philological education contributes to this goal. Philology is a syncretic science that combines knowledge of several humanities, therefore, philological education serves not only to master the language and develop speech skills, but also the initial development of culture by the preschooler, ethical standards, enrichment of reading experience, acquaintance with the basics of text analysis, development of the emotional sphere children. The article substantiates the need to introduce elements of philological education into the programs for the development and upbringing of preschool children, defines its main goal, developmental capabilities, and tools. The prerequisites for introducing into the educational process elements of philological education for preschoolers are, firstly, the functioning of a variety of adaptation, training and developmental programs, secondly, the psychophysiological readiness of preschool children to perceive folklore and artistic texts and, thirdly, the existence of a legal framework and appropriate educational standard.

В статье рассматривается процесс создания связного повествовательного высказывания у старших дошкольников с общим недоразвитием речи., The paper analyzes theoretical approaches to the study of narrative texts from linguistic, narratological, and ontolinguistic positions. The scope of research covers the process of creation of a coherent narrative utterance by senior preschoolers with general speech underdevelopment. The aim of the paper consists in the description of the analysis of narrative texts generated by preschool children with general speech underdevelopment., Специальное образование, Issue № 2 (54), Pages 5-17

Развитие связной речи детей дошкольного возраста является одной из важнейших задач всего речевого воспитания ребенка. Умения связной речи предполагают соблюдения в речи всех ее характерных особенностей - развернутости, логичности, последовательности и произвольности. Овладение связной речью не является изолированным процессом, оно происходит в процессе коммуникации. Более сложна для ребенка-дошкольника речь монологическая, которая предполагает наличие следующих умений: понимать тему; отбирать материал к высказыванию; строить высказывания в определенной композиционной форме, выражать свои мысли правильно. Результаты проведенной диагностики связной речи детей показали необходимость проводить мероприятия по научению детей связной монологической речи за счет организации упражнений по ситуационным и сюжетным картинкам и упражнений к описанию предметов, на составление высказываний по демонстрируемым действиям. The development of coherent speech of children of preschool age is one of the most important tasks of the entire speech education of a child. The skills of coherent speech imply that all of its characteristic features in speech are deployed, logical, consistent and arbitrary. Mastering a coherent speech is not an isolated process, it occurs in the process of communication. It is more difficult for a preschooler to have a monologue speech, which implies the following skills: understand the topic; select material for the statement; build statements in a certain compositional form, express your thoughts correctly. The results of the diagnostics of the connected speech of children showed the need to carry out activities to teach children connected monologue speech by organizing exercises for situational and plot pictures and exercises for the description of subjects, for making statements on the demonstrated actions.

В статье рассматриваются возможности курса "Логоритмика" для решения задач речевого развития у детей раннего и младшего дошкольного возраста в ДОУ. Раскрыты возрастные особенности развития речи детей данного возраста. Перечислены некоторые компоненты речевой активности детей младшего дошкольного возраста: поведенческий, мотивационный, оперативный. На основе исследований В. С. Вавиловой, Т. Г. Хановой подчеркивается, что речевая активность детей дошкольного возраста является условием усвоения речевой деятельности, речевого общения, показателем развития интеллекта, которое проявляется в стремлении к речевой деятельности. На основе пособия В. И. Селиверстова приведены некоторые примеры игровых упражнений, которые способствуют воспитанию отчетливого и правильного звукопроизношения, улучшает слуховую и зрительную память; позволяют решать задачи по овладению синтаксической и морфологической стороной речи у детей раннего и младшего дошкольного возраста. The article discusses the possibilities of the course "Logorhythmics" for solving the problems of speech development in children of early and younger preschool age at preschool education. Disclosed age features of speech development of children of this age. Some components of speech activity of children of younger preschool age are listed: behavioral, motivational, operational. Based on research V. S. Vavilova, T. G. Khanova emphasizes that speech activity of preschool children is a condition for the assimilation of speech activity, speech communication, an indicator of the development of intelligence, which is manifested in the desire for speech activity. Based on the manual V. I. Seliverstova gives some examples of playing exercises that contribute to the development of a distinct and correct sound pronunciation, improves the auditory and visual memory; allow you to solve problems in mastering the syntactic and morphological side of speech in children of early and younger preschool age.

В данной статье представлены результаты исследования состояния когнитивных операций грамматикализации у детей младшего школьного возраста с ОВЗ., The article presents the results of a study of the state of cognitive operations of grammaticalization in primary school children with special educational needs of various nosological groups. The basic terms in the study are “cognitive operations”, “cognitive operations of grammaticalization”, “gram­mati­ca­lization”, “semantization”, “verbalization”, and “grammatical structure of speech”. The term "grammati­calization" is considered from the point of view of linguistics, psycholinguistics and logopedics in domestic and foreign literature., Специальное образование, Issue № 2 (54), Pages 74-82

В данной работе ТРИЗ технологии рассматриваются как оптимальные и эффективные инструменты работы с детьми, направленные на развитие их речевых навыков. В рамках статьи под ТРИЗ понимается теория решения изобретательных задач, на которой базируются рассмотренные в работе методики развития речи детей дошкольного возраста. In this paper, TRIZ technologies are considered as optimal and effective tools for working with children aimed at developing their speech skills. As part of the article, TRIZ is understood as the theory of solving inventive problems, on which the speech development methods of preschool children considered in the work are based.

В статье рассматриваются проблемы формирования звуковой культуры речи детей младшего дошкольного возраста, показывается необходимость при этом использования игр как ведущего вида деятельности дошкольников. Авторами дается характеристика уровня овладения младшими дошкольниками фонетической системой языка. Представлена классификация игр, направленных на формирование звуковой культуры речи. The article considers the problem of forming a sound culture of speech of children of preschool age, shows the need at the same time the use of games as the leading type of preschool activities. The author characterizes the level of mastery of younger preschool children phonetic language system. The classification of games aimed at the formation of the sound of speech.

В статье рассматривается понятие "выразительность речи", раскрываются особенности формирования выразительности речи детей дошкольного возраста, показана возможность формирования данного коммуникативного качества речи в процессе чтения произведений литературы и фольклора, представлен анализ образовательной программы "От рождения до школы" в аспекте изучаемой проблемы. The article discusses the concept of "expressive speech" reveals peculiarities of expressiveness of speech of children of preschool age, the possibility of formation of the communicative qualities of speech in the process of reading works of literature and folklore, presents an analysis of the educational program "From birth to school" in the aspect of the problem being studied.