THE USE OF GAMES IN THE DEVELOPMENT OF VERBAL AND LOGICAL THINKING IN PRIMARY SCHOOL CHILDREN WITH SPEECH DISORDERS

Abstract

The priority of education is currently positioned by the individual development of the child as the main value of educational influence. The psychological and pedagogical basis of the organization of educational process within the junior school should emphasize the efforts on the active development of children, ensuring favorable conditions for communication, mastering children of persistent skills of verbal-logical thinking. Particular weight is given in the context of psychological and pedagogical support of children with special educational needs. The purpose of the study is to analyze the potential of game pedagogical technologies for the development of verbal-logical thinking within correction and developmental work with young children with speech disorders. The study substantiates that the phenomenon of thinking is positioned by an important mental component, which has a close relationship with all cognitive processes and will form the basis not only of the intellectual potential of the child, but also its overall development. It is established that, unlike children with normotyp psychophysical development, children with speech disorders are characterized by a decrease in the productivity of thinking processes in the course of verbal tasks and the direct dependence of thinking processes on specific speech disorders. The aspects of the influence of psychological factors on speech development and logical thinking of young school children are investigated. The study conducted a theoretical analysis of modern scientific sources on the problems under study. The basic parameters and methods of research identify the level of development of verbal-logical thinking in children are outlined. It is established that the development of verbal-logical thinking is aimed at mastering children's skills, generalization of words on typical features of subjects, as well as appropriate analytics and conclusions. The role of games in the development of verbal-logical thinking is investigated. It is proved that gamification has considerable potential in the context of the formation of a favorable psychological environment in the process of learning, contributes to the development of not only verbal-logical thinking processes, but also the communication competence of children with speech disorders, which guarantees their more successful socialization.