Russian Federation
The article demonstrates that, despite the sufficient availability of research on the stated issue, the assumption about the developmental effect of play on attention in children with severe speech impairment requires not only an evidence base but also a systematization of games according to their influence on the development of attentional properties. The purpose of the study is to determine the impact of specially systematized games on attention parameters in older preschool children with severe speech disorders. Research methods and organization. In the course of the study, analysis and synthesis of scientific and methodological literature, pedagogical testing, and pedagogical experimentation were applied. Within the framework of the pedagogical experiment, the influence of specially systematized games on attention parameters in older preschool children with severe speech disorders was assessed using the tests 'Mixed Lines,' 'Find and Cross Out,' 'Spot the Differences,' 'Recognize the Shape,' and 'Remember the Drawing.' The study was conducted at a compensatory-type kindergarten for children with severe speech disorders. Research results and conclusions. Active games are defined and systematized into blocks according to their impact on the development of various attention traits; the appropriateness of including games aimed at developing different types of attention in all parts of a physical education lesson is substantiated; the stages of developing various attention traits through games in this group of children are revealed. A positive trend has been established in the development of attention indicators (stability, span, productivity, switching, distribution, concentration) and visual memory.
adaptive physical education, adaptive physical culture, older preschool children, severe speech disorders, attention concentration
1. Mukhina E. M., Filatova I. A. (2022), “Psychological and pedagogical characteristics of children with general speech underdevelopment of the I level”, Study and education of children with various forms of dysontogenesis, Yekaterinburg, pp. 295–300.
2. Asmalovskaya O. A., Yartseva N. I. (2023), “Features of attention of children with speech disorders”, Psychological and pedagogical support for general, special and inclusive education of children and adults, Cheboksary, pp. 279–280.
3. Kirillova Yu. A. (2021), “Physical development of children with severe speech disorders (general speech underdevelopment) from 3 to 7 years old”, Partial program”, Childhood Press, St. Petersburg, 123 p., ISBN 978-5-907317-69-7.
4. Umniakova N. L. (2019), “Motor deprivation of children with limited health opportunities of preschool age as a problem of pedagogical research”, Tsarskoselskie Chteniya, materials of the international scientific conference, Vol. 2, Leningrad State University named after A. S. Pushkin, St. Petersburg, pp. 162–167.
5. Kolesnikova N. N., Kolesnikova Yu. N., Kipen Yu. A. (2018), "Features of physical development of preschoolers with severe speech disorders", Promising areas in the field of physical culture, sports and tourism, Nizhnevartovsk, pp. 262–265.
6. Polosina A. V. (2022), "Features of the development of voluntary attention in older preschool children with speech disorders in physical education classes", Education, upbringing and training in accordance with the Federal State Educational Standard: current issues, achievements and innovations, Penza, pp. 68–72.
7. Totskaya E. N. (2011), "The directed impact of outdoor games on the development of the communicative abilities of older preschool children", abstract of the dissertation for the degree of candidate of pedagogical sciences, 13.00.04, Volgograd, 26 p.
8. Finogenova N. V., Reshetov D. V. (2012), “The possibilities of outdoor games in the process of social and personal development of children aged 5-6 years”, Scientific notes of the P.F. Lesgaft University, No 8 (90), pp. 98–102.
9. Osipova A. A., Malashinskaya L. I. (2004), "Diagnosis and correction of attention: a program for children aged 5-9 years", Sphere, Moscow, 104 p., ISBN: 5-89144-220-5.
10. Maksimova S. Y. (2013), "The system of adaptive physical education of preschool children with mental retardation based on musical and motor activity", abstract of the dissertation, Volgograd, 46 p.
11. Yurchenko T. I., Korablev S. V. (2021), "Physical culture and recreation work with preschoolers with severe speech disorders in an inclusive educational environment", Adaptive Physical Culture, No 2 (86), pp. 17–20.
