Formation of spatial representations in preschoolers with ONR. The development of spatial representations in younger schoolchildren with general underdevelopment of speech. pedagogical underdevelopment speech speech therapy

The problem of studying spatial functions is of great importance, since they are the most difficult for diagnosing and correcting the development of children with speech disorders.

In children with general underdevelopment of speech, the problem is most relevant. It obeys the same laws as during normal development, however, this process is carried out more slowly, at a later date and with deviations due to the peculiarities of the mental development of this category of children. The shortcomings in the development of spatial representations are, as a rule, of a secondary nature, and, therefore, can be corrected with the help of specially organized training. (

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OPTICAL SPATIAL REPRESENTATIONS IN OLDER PRESCHOOL CHILDREN WITH GENERAL SPEECH UNDEVELOPMENT

The problem of studying spatial functions is of great importance, since they are the most difficult for diagnosing and correcting the development of children with speech disorders. In addition, studies of the psychological nature of spatial representations are of great practical importance. It is difficult to name at least one area of ​​human activity where the ability to navigate would not play a significant role. Free operation of spatial images is the fundamental skill that unites different types of study and work. It is a necessary condition for the social existence of a person, a form of reflection of the surrounding world, a condition for successful cognition and active transformation of reality. In order for a child to study successfully at school, he must freely navigate in space, master the basic spatial concepts. If these ideas are not sufficiently formed in a child, he often has difficulties in mastering reading and writing. All functions that provide visual-spatial discrimination of objects (field and visual acuity, eye) are intensively formed at the age of 5-7 years. Therefore, it is expedient to carry out corrective work on the development of spatial representations in the preschool period.

In children with general underdevelopment of speech, the problem is most relevant. It obeys the same laws as during normal development, however, this process is carried out more slowly, at a later date and with deviations due to the peculiarities of the mental development of this category of children. The shortcomings in the development of spatial representations are, as a rule, of a secondary nature, and, therefore, can be corrected with the help of specially organized training. (IN Morgacheva)

T.A. Pavlova singles out spatial orientation as a special kind of perception, with the help of visual, auditory, kinesthetic and kinetic analyzers. The activity of the above-named analyzers is the general material basis of spatial orientation. Through the development of conditioned reflexes, analyzers are developed and improved, providing the perception of space. In this case, the following parameters are distinguished: the size of objects and their images, shape, length, volume, location of objects relative to the perceiving object and relative to each other. The basis of these types of perception are the parameters of objectively existing objects, images of which are obtained on the retina of the eye in combination with musculo-motor and tactile sensations of past experience.

In his work, O.I. Galkina], notes that only at a certain level of development of spatial representations in children, they can further assimilate knowledge and skills in various subjects. I. N. Sadovnikova emphasizes that the maturation of the "bodily scheme" is associated with the establishment of lateralization, that is, functional asymmetry in the activity of paired sensory organs (the allocation of the leading hand, the leading eye, the leading ear). The process of lateralization is an indicator of the normal activity of both hemispheres of the brain. If the examination does not reveal a preference for the use of paired sensory organs, we can talk about immature lateralitis. This can cause disorders in oral and written speech, since the speech centers are located in the leading hemisphere. (I N Morgacheva]]).

These functions develop and form in ontogenesis for a long time, being the most vulnerable. The tertiary zones of the second functional block are responsible for the operation of these functions. According to researchers (N.G. Manelis, 1997; N.Yu. Chentsov, 1980), the described zone fully matures by 11-14 years, since the processing of multimodal information is carried out later than the processing of single-modal information. At the early stages of development, visual-spatial functions are closely related to the child's practical activities and the joint work of the visual, kinesthetic, and vestibular apparatuses.

In the first year of life, the formation of motor skills takes place, the prerequisites for the development of visual-spatial perception are formed - the ability to fix a stimulus with a glance, an orienting reflex to a spatially oriented stimulus. When crawling, due to the constant cross movements of the arms and legs, coordination of movements is formed, as well as coordination of the activity of the cerebral hemispheres among themselves and the brain and body as a whole. Consequently, if a child has formed a joint activity of the hemispheres, then it is a full-fledged basis for further development and successful learning at school. One of the important components of the development of spatial representations is subject-manipulative and game activity. By manipulating toys, the child masters the ratio of form, size. By the age of two, sensory assimilation of spaces takes place, the appearance of symbolic components without speech mediation: in front, behind, here, there. In story games, children use substitute objects that are similar in form and function. Thus, the child distinguishes spatial signs. Later, functions related to the perception of three-dimensional space, the development of the perception of remoteness, the constancy of the perception of size and shape are formed. Thanks to the development of motor functions, speech, memory, thinking, the child's capabilities regarding the perception of the spatial characteristics of an object increase. In the future, relying on the development of perception. spatial representations are formed, which are the basis for the development of spatial thinking, the formation of quasi-spatial syntheses necessary for understanding logical and grammatical structures, counting, reading and writing A V Semenovich.

Visual-spatial functions are the leading component of any mental activity. Researchers (N.Ya. Semago, 2000; M.M. Semago, 2001) conclude that the spatio-temporal organization of the child's activity, the development of spatial orientation and spatio-temporal representations in ontogenesis underlie the further formation of higher mental functions, and emotional life of the child. Visual-spatial functions go through a number of stages in their development. Thus, in different age periods, the child perceives the object in different ways from the point of view of its spatial organization. This statement is confirmed by the formation of different perception strategies in the child (E.G. Simernitskaya, T.V. Akhutina, N.G. Manelis), which do not occur simultaneously, and which the child uses when processing spatial information. (N.G. Manelis) notes that a number of properties are used to determine the level of formation of these functions:

1. Structural and topological properties. The ability to convey and compose a holistic, closed image, without taking parts out of the whole figure.

2. Coordinate properties. The ability to spatially organize, coordinate an object in the system of Cartesian coordinates, that is, it is necessary to take into account the position of the parts of the object in a given space.

3. Metric properties. The ability to correlate the sizes of parts of an object and the distance between them.

4. Projective properties. The ability to perceive and transmit perspective, three-dimensionality of the image. Different areas of the brain are responsible for the possibility of realizing these spatial properties. (V.V. Lebedinsky) draws attention to the heterochrony of the formation of spatial perception and spatial representations in the course of ontogenesis. One of the methods by which you can determine the state of the child's visuospatial functions is to copy plane figures and three-dimensional images.

In the practice of neuropsychology, there is a model of spatial representations that has a level, vertical structure and its own individual development paths in ontogenesis. According to her, spatial representations in humans develop sequentially.

At the first basic level, the sensitive readiness for the work of the proprioceptive system and the presence of neurobiological prerequisites for the perception systems should be formed by the time of birth. "Dark muscular feeling", according to I. M. Sechenov.

At the second level, it is formed on the basis of the first level from the first days of life of somatognosis (body schema) and interaction with the outside world based on motor experience, and continues to form during preschool age. The formation of the body scheme is the basic knowledge for the formation of spatial representations. At this level, a coordinate system is formed.

At the third level, metric and topological ideas about space, limited by interaction with some object that is in certain relations with the body. Formed at preschool age. Topological representations are the location of something. Appearance of near and far opto-modal, polymodal spaces. Metric ideas about size, distance, proportion, including objects of the surrounding reality. They are formed for a long time, the formation ends by 8, 9 years. Violation of these ideas is called dysmetry

At the fourth level, coordinate representations begin to form from early childhood and are formed by the age of 6, 7. First of all, the child masters the coordinates: top, bottom, then the concept of front, back is mastered. Lastly, right, left. Defects in coordinate representations are incorrect top-bottom, front-back and right-left positions of the object and its details in space.

The fifth level forms structural and topological representations. Perception of the conceptual scheme of the spatial structure of the object, its parts and a holistic image. This level completes formation by the age of 6.

The sixth level of projection representations. Perceptions of how an object looks from different positions. The appearance of a verbal, conceptual designation of space, which allows one to navigate in it even in an abstract plan (for example, drawn on paper). The failure of projection representations is manifested in the difficulties of comprehending the three-dimensionality of an object. It is fully formed by the age of 10-12, by the same time the verbalization of spatial representations is fully formed.

The seventh level of strategy or cognitive style of personality. Formed by 10-12 years. The appearance of a verbal, conceptual designation of space, which allows one to navigate in it even in an abstract plan (for example, drawn on paper). The failure of projection representations is manifested in the difficulties of comprehending the three-dimensionality of an object. There are three main types of strategy:

Deductive (normative) - with a consistent expressed vector of progress from one edge of the perceptual field to the other;

Chaotic - without a clear sequence of actions.

Another, structural-topological, approach to the study of spatial representations is offered by Semago N.Ya. and Semago MN: Researchers identify four levels, each of which consists of sublevels.

1 level. Mastering the space of one's own body For the formation of the space of one's own body, not only proprioceptive, but also exteroceptive sensations are important. As a result, a body diagram is formed. The sublevels are:

Sensations coming from proprioceptive receptors (dark muscle feeling, according to I.M. Sechenov) - tension - relaxation;

Feelings coming from the "inner world" of the body (for example, hunger, satiety);

Sensations coming from the interaction of the body with the external space (dampness - dryness, tactile sensations from wet and dry diapers, diaper folds, etc.), as well as from interaction with adults.

2nd level. The level of spatial relationship of external objects and one's own body. The sublevels are:

Representations about the relationship of external objects and the body. In turn, these representations are divided into the following:

1. Topological representations (about the location in space of an object).

2. Coordinate representations (about finding objects using the concepts of "top - bottom", "from which side").

3. Metric representations (about the range of the object);

Representations about the spatial relationships between several objects located in the surrounding space.

The result of the development of the child at this stage becomes a holistic object and its own body (structural-topological representations).

3rd level. Verbalization of spatial representations. The child, first on an impressive plane, and later on on an expressive plane (sometimes in parallel), has the opportunity to verbalize representations of the second level. There is a certain sequence in the appearance of topological designations in speech. The manifestation of spatial representations at the verbal level correlates with the laws of the development of movement in ontogenesis. Prepositions denoting ideas about the relative location of objects both in relation to the body and in relation to each other (“in”, “above”, “under”, “behind”, “before”, etc.) appear in speech child later than words such as "up", "down", "near", "far"

4th level. The level of linguistic representations. Formation of the space of language and thinking. (language space). It is formed directly as a speech activity, being at the same time one of the main components of the thinking style and the actual cognitive development of the child.

Somatognosis, metric and structural-topological parameters are actualized by the right hemisphere, then kick coordinate projection representations, strategy are formed in the process of formation of pairwise interaction of the hemispheres.

All of the above levels of spatial representations are formed gradually in ontogeny. Each subsequent level includes the previous ones, therefore, the lack of formation of one level affects the formation of subsequent levels and the functioning of the entire system as a whole.

In children with general underdevelopment of speech, the problem is most relevant. The formation of spatial representations is subject to the same patterns as in normal development, however, this process is carried out more slowly, at a later date and with deviations due to the peculiarities of the mental development of this category of children.

The shortcomings in the development of spatial representations are, as a rule, of a secondary nature, and, therefore, can be corrected with the help of specially organized training. (IN Morgacheva) Violations of optical-spatial gnosis are considered characteristic of children with organic brain damage. As a result of its study using the method of L. Bender, as well as in the course of observing the activities of children with speech pathology in the process of drawing, constructing and teaching literacy, it was revealed that this function in children of primary school age, compared with normally developing peers, is at a much lower level. The most favorable dynamics of the development of spatial perception in children with delayed speech development, and the least favorable in alalia. The degree of violations of optical-spatial gnosis also depends on the insufficiency of other perceptual processes, especially the formation of spatial representations. (Mukhina V.S.)

When studying the characteristics of the orientation of children with general underdevelopment of speech in space, it turned out that they mainly find it difficult to differentiate the concepts of “right” and “left”, denoting the location of an object, and also cannot orient themselves in the scheme of their own body, especially when tasks become more complicated. The perception of space is currently considered as the result of the joint activity of various analyzers. At the same time, great importance is given to the normal functioning of the parietal parts of the brain (Morgacheva I. N.).

In accordance with the result of the ascertaining experiment, work on the development of optical-spatial representations is carried out depending on the degree of formation of optical-spatial representations of children in the experimental group. The sequence of tasks is determined by the law of ontogenetic development of the given function. Thus, the corrective process should begin from the level preceding the unformed one. When selecting tasks, we relied on the work of A. V. Semenovich, E. V. Kolesnikova, O. V. Pomaryvay. The group of children with general underdevelopment of speech is heterogeneous in terms of the degree of formation of optical-spatial representations; groups of children with high, medium, as well as below average and unsatisfactory levels of formation have been identified. Children with an unsatisfactory level of formation, as well as with a level of formation below the average, are recommended to start the formation of spatial representations from the development of bodily space. For children with an average degree of formation, the development of spatial representations in orientation on a plane is recommended.

1. Exercises for the development of bodily space.

"Higher lower". Standing in front of the mirror, the child and the teacher together analyze the location of individual parts of the body in relation to each other in terms of the vertical axis, not forgetting the markers. Find, show and name what is "higher than ..."; "less than...". Then the child repeats all this without a mirror and, finally, with his eyes closed.

"Front - back". Looking in the mirror and feeling parts of the body in front, the child names them (nose, chest, eyebrow, etc.). Similarly - behind (back of the head, back, heels, etc.). Then, with his eyes closed, according to the instructions, he sequentially touches the front (back) surface of his body and names the corresponding parts of the body.

"Right left". It should be noted that for a child it is not at all obvious that the right leg, eye, cheek, etc. are on the same side as the right hand. It must be brought to an understanding of this through special exercises in correlating parts of the body with the right and left hands. It is better to do this according to the following scheme: correlate parts of the body with the right hand (right eye, cheek, etc.), then with the left hand. After that - in a cross version (for example, show the right eyebrow and left elbow). The most entertaining is the performance of these exercises as follows: "Rub your right elbow with your left hand, scratch your left knee with your right heel, tickle your left sole with your right index finger, etc."

"Confusion". The teacher intentionally shows the wrong movements or places on the body that he names. The child must correct the adult's mistakes. Then the child himself becomes the instructor and performer of the exercises; he shows the exercises to others and supervises their performance.

2. Exercise for the development of visual-spatial organization of movements.

1. "Do it"

Purpose: development of visual-spatial organization of movements.

A) Follow instructions

Close your right eye, grab your left ear with your right hand, raise your right hand up, and so on.

B) execution according to the model (head samples one-handed and two-handed)

2 "Do this, don't do that"

Purpose: development of visual-spatial organization of movements, visual and auditory attention.

Performed by imitation. The teacher performs the movements, if he says do it, the children do it. If he says, don't do that, the children don't do it.

3 Development of ideas about the surrounding space.

Purpose: development of the ability to navigate in space relative to one's own body.

"Where does the bell ring?"

The child is blindfolded. The leader rings the bell. The child is asked to guess where the bell is ringing. (right, left, top, bottom, front, back).

“Arrange the toys” The child is sitting on a chair, the teacher offers the child to put the toy in front of him, behind him, to the right of the child, and so on.

Development of ideas about the surrounding space.

Purpose: awareness of motor capabilities and expansion of the range of motion in different zones of space: lower, middle and upper. Movements in the lower zone. The plot context is "Desert". Children remember what the weather is like in the desert, who lives there and what grows. They turn into desert dwellers with their movements, postures, sounds. Many of them live underground. Therefore, it is necessary to provide the child with the opportunity to crawl through the narrow entrance to the "mink": for example, between the legs of a chair or a rolled up exercise mat.

"Scorpio" - crawling, jumping on all fours, on three points. Acquaintance with strong, fast, sharp movements.

Movement in the middle zone. The plot context is "The Animal Kingdom". Each child chooses the animal that he liked the most and turns into it, demonstrating the originality of his habits. Then they change the image, expressing its character through movements, sounds and specific postures.

"Hare" - jumps and transitions, light and jerky movements. "Bear" - slow, heavy, strong.

Movements in the upper zone. The plot context is "The Kingdom of Birds".

"Titmouse" - small, short jumps, fast and complete movements. "Eagle" - strong, powerful, sometimes soaring movements of the body and arms. Movements in a wide range (spatial and bodily).

Movements in one direction

Purpose: determining directions in space relative to your body. "Turn right, turn left." For this game you will need a big ball. The driver stands in the center, on four sides are the players. The player commands the driver: "To the right!" He throws the ball to the right and only after that turns in the same direction. The player with the ball commands again (“To the right!”, “To the left!”, “Forward!”, “Back!”). If there are not enough players, then the driver hits the ball on the floor from the right side of himself and turns, and the next command is given by one of the players (by agreement).

"Robot". The child depicts a robot that accurately and correctly executes the commands of a person: "One step forward, two steps to the right, jump up, three steps to the left, down (crouch), etc." Then they play a naughty robot that performs all the commands in reverse: it goes not forward, but backward; instead of jumping up, crouches; turns left, not right.

After the child begins, without mistakes, in accordance with the condition to quickly complete these tasks, complicate the program:

Orientation in the scheme of the body sitting opposite.

To perform the exercise, the left hand is marked. The teacher stands with his back to the child, paying attention to where the marked hand is. The teacher turns to face the child and shows where the hand is.

4. Development of ideas about orientation on a plane.

Tasks for spatial orientation on a sheet of paper (see appendix).

Design and copy.

"Ornament". Cut the squares on the left in the figure (see appendix) first into four, and then - in a more complex version - only into two (horizontally or vertically) parts. Ask the child to fold the ornaments you have invented from the received parts; first, simpler ones, and then similar to those shown in Figure 13 on the right. It is clear that for small children, the cubes familiar to them are more adequate here.

"I am a constructor." The child is invited to construct any subject image from matches, counting sticks or mosaics or lay out a printed letter. Have him do this with his eyes open and closed. Then, by rearranging the elements, you can turn them into other objects, a letter, a number or ornaments.

"Copy Shapes"

A. Copying simple shapes.

B. Copying complex shapes and images.

First, the figure is analyzed jointly by the teacher and the child: it is divided into parts, and a convenient sequence of its reproduction is discussed. Next, the child is invited to independently analyze the image and develop a copy strategy.

B. Copying figures with their rotation by 90 and 180 degrees. The 90 turn can be played as follows: "Draw this figure lying on its left (or right) side." On 180 - "Draw this figure "upside down", but so that all parts of the figure remain in place." To check, you can compare or superimpose the sample and the child's drawing, if they are made to scale. For example, on paper in a cage.

Spatial schemes and dictations.

Purpose: transition to motor dictations and graphic schemes.

The teacher dictates the trajectory along which you need to find the object in the room or building. Joint, and then independent drawing up of plans (rooms, classes, streets, and so on).

"Show direction." Teach your child to show directions with his hand (then - only by turning his head, looking) in the air from top to bottom, from bottom to top, from left to right, from right to left, then - in diagonal directions (right up, left down)

At the next stage, work is carried out in a notebook in a box - Graphic dictations (for all tasks, starting points at the beginning)

"Spread the signs." Instruction: “Mark four dots on the line. Put a "+" sign from the first point below, from the second - from above, from the third - to the right, from the fourth - to the left. Similarly - with two different signs.

"Connect the dots." Instruction: “Mark 8 points on two lines so that you can group them into squares; put your finger on each of them."

"Graphic Dictation". The teacher dictates: "Starting from the third cell: one cell to the right ... two - down ... one - to the left," etc. A more complicated option is to move in diagonal directions, for example: "One cell to the right up, two cells to the right, one cell to the left down." Figures for dictations should be simple at first, gradually becoming more and more complicated.

Conclusion

Spatial representations have a complex hierarchical structure. The description of the structure of spatial representations, as well as the stages of their formation in ontogenesis, is presented in the models of Semenovich A.V., Semago N.Ya and Semago M.M. The full development of spatial functions is the basis for the formation of individual components of speech functions, counting operations, reading, writing, and constructive thinking.

The development of spatial representations in ontogenesis is a long and complexly organized process. All levels of spatial representations are formed gradually in ontogenesis. Each subsequent level includes the previous ones, therefore, the lack of formation of one level affects the formation of subsequent levels and the functioning of the entire system as a whole. One of the conditions for the full development of spatial representations is the integration of sensations of various modalities, while at an early age, kinesthetic and vestibular sensations play a leading role in the child's cognition of space.

General underdevelopment of speech is a complex speech disorder in which there is a systemic impairment of all components of speech activity in children with normal hearing and initially intact intelligence. In the structure of the defect with general underdevelopment of speech, not only pronounced and persistent symptoms of the unformedness of the speech system are distinguished, but also deviations in the development of motor functions and the cognitive sphere.

In children with general underdevelopment of speech, the formation of spatial representations follows the same patterns as in normal development, but this process is slower, at a later date and with deviations due to the peculiarities of the mental development of this category of children. A negative impact on the formation of spatial functions in children with general underdevelopment of speech has an underdevelopment of visual perception, voluntary attention and memory, which is characteristic of children in this category. The shortcomings in the development of spatial representations are, as a rule, of a secondary nature, and, therefore, can be corrected with the help of specially organized training.

Based on the analysis of methodological literature, recommendations were proposed for the development of optical-spatial representations in children of senior preschool age with general underdevelopment of speech. Recommendations were proposed that were described in the works of Semenovich A. V., Kolesnikova E. V., Pomoraeva O. V. Sequence of tasks is determined by the law of ontogenetic development of this function.

A qualitative analysis of the study data made it possible to identify specific features in the formation of spatial representations in children with normal speech development and with general underdevelopment of speech. In the studied components of spatial representations, high indicators of the formation of orientation in the body scheme and low indicators of the formation of spatial representations in terms of perceptual action were revealed. This reflects the ontogenetic sequence of development of the levels of ideas about space.

A specific characteristic of the group of children with general underdevelopment of speech was the lack of formation of coordinate representations along the vertical and horizontal axes, which manifested itself in the form of a mixture of coordinates “above” - “below”, “front” - “behind”, their verbal designation, reversions along the vertical axis when copying.

In accordance with the result of the ascertaining experiment, corrective work on the development of optical-spatial representations is being carried out. depending on the degree of formation of optical-spatial representations of children in the experimental group.

The studied studies on the problem of the formation of spatial representations are distinguished by the specifics of the study of children with general speech underdevelopment of preschool age. Early diagnosis of violations of the perception of space, and later the formation of spatial representations, is reduced to the diagnosis of general cognitive development. But from the study it is clear what an important place in cognitive development is the formation of spatial representations, and this implies the importance of developing methods for diagnosing and developing spatial skills in children with general underdevelopment of speech at an early age.

Having considered the factors influencing the development of spatial representations in children with general underdevelopment of speech and, in fact, some features of the development of spatial representations in such children, we can say that the earliest diagnosis of a speech disorder, of all analyzer systems, then systematic work to include all analyzer systems in perception processes create conditions for effective compensation for the development of spatial representations in a child with a general underdevelopment of speech and his exit to the level of normal development

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Development of spatial representations
in children with general underdevelopment of speech

Velimeeva Raisa Adilevna,
teacher speech therapist GBDOU kindergarten №14
Vasileostrovsky district of St. Petersburg

Characteristics of spatial representations in children
In modern science there is enough information about spatial representations. This problem was dealt with by B.G. Ananiev, E.F. Rybalko, L.A. Venger, F.N. Shemyakin.
Spatial representations - representations of spatial and spatio-temporal properties and relationships; size, shape, relative location of objects, their translational and rotational motion, etc.
As BG Ananiev points out: "The perception of space is a complex intermodal association formed from the interaction of various analyzers of the external and internal environment of the human body."
The activity of one analyzer is always correlated with the activity of other analyzers participating in spatial orientation and forming a complex systemic mechanism. The motor-kinesthetic analyzer is the main organ of communication between all analyzers of the internal and external environment, and therefore takes a close part in the formation and transformation of the systemic mechanism of space perception.
The development of a child's spatial orientation occurs in close connection with the development of his speech and thinking, with the help of which he abstracts and generalizes spatial features and relations between perceived objects. Significant changes in the child's perception are observed with the appearance in his dictionary of special words denoting the shape, size and spatial arrangement of objects and things.
Thanks to the mastery of speech, the perception of space rises to a new, qualitatively higher level, the formation of spatial representations takes place.
Studying the formation of spatial representations, F.I. Shemyakin showed that the latter are formed according to two types:

1. Map-paths: a consistent representation of movement in a given space, where the moving person himself is the starting point and all points of the represented space are coordinated with him; this picture can be called "egocentric".
Spatial representations of this type are expressed in the words: "right", "left", "ahead", "up", "down", etc., which denote the location of objects relative to the person who perceives this system of space. These concepts are already relative for two standing interlocutors, they depend on their mutual position and its change. This group of concepts can be called dynamic, or relative. , a group of spatial concepts.
2. Overview map: a simultaneous unified representation of a system of differently spaced and correlated subject components that form a coordinated spatial unity. In the formation of this type of representation of space, constant spatial coordinates are designated, combined and correlated with each other: the location and ratio of people, objects, phenomena, expressed in the names of the cardinal points (north, south, west, east) and in quantitative units of distance and location of points cards.
As F.N. Shemyakin points out, these types (map-paths and map-review) can be considered stages in the development of spatial representations, and the second type is later and higher, because. reference defining points and sides of space are relatively constant and objective and do not depend on the movement of a person relative to them.
In the practice of cognition of space, for actions in it, the child passes from the practical cognition of spatial concrete relations to the second, to the highest type of generalized reflection of space, to permanent relations, indicated verbally in the system of spatial concepts, allowing to go beyond the boundaries of sensory space.
It has been established, as K.S. Lebedinskaya points out, that the process of formation of spatial representations in children at each age is determined by life experience. Children of three or four years old have quite specific ideas about the directions "forward - backward", "up - down". These representations are connected with the movements of the child himself in these directions. Children of older preschool age can navigate in these directions and from the position of another person. Awareness of the directions "right - left" presents greater difficulties for preschoolers than distinguishing the directions "forward - back", "up - down". Children of four or five years old confidently distinguish between their left and right hands in practical actions, but their names are still not firmly known. Children of middle preschool age can not only practically reproduce, but also determine in words the location of objects relative to themselves. As T.A. Musseybova notes, distinguishing spatial relations between objects is a more complex process than distinguishing the spatial features of the objects themselves - shapes and sizes, which children master perfectly at senior preschool age.
L.A. Venger, A.A. Lyublinskaya studied the perception of form by children of preschool age. As a result of their research, they came to the conclusion that in the perceived object, children first distinguish a form that serves as the main identification feature of the object. Perceiving a geometric shape, children of primary and secondary preschool age often compare it with an object. In the cognition of form, the object actions of the child are important: according to L.A. Wenger, in objective actions, practical mastery of the shape of objects is carried out in the process of developing elementary actions of the hand.
The perception of form by a child is closely related to the perception of size by children of preschool age: children do not understand that the same object can be characterized in terms of height, length, and width; and allocate only one length in the subject - this is the main characteristic of the development of the value at preschool age. VK Kotyrlo associates this feature with several reasons: the inability of preschoolers to abstract the length in the entire spatial body, the underdeveloped ability to simultaneously grasp different features of an object; This feature is also related to the fact that even by the end of preschool age, children do not master the concept of three-dimensionality. The selection of three dimensions of the body in their unity and interconnection remains an overwhelming task for most schoolchildren. The fulfillment of such a task is based on a highly developed abstracting and generalizing activity. A sufficient degree of development of this activity, according to V.K. Kotyrlo , not provided by the practice of a preschooler, the practical comparison of two or more objects in size, and moreover, most often in the same direction of length. Although older preschoolers correctly distinguish all three lengths when comparing them visually and effectively, nevertheless, most of them cannot show the length, width and height of different bodies. They mix height with length, width with height, etc., most often showing not three dimensions, but three sides of an object. This, as V.K. Kotyrlo points out, is the inability of preschoolers to establish the spatial coordinates of an object depending on the point of view from which it is perceived.
And yet, the main obstacle in the development of three-dimensionality at preschool age is the insufficient development of the ability to distract.
According to the results of the study conducted by A.Ya. Kolodnaya, it was proved that the differentiation of spatial relations begins to develop in preschoolers from the differentiation of the spatial relations of their own body. First, the child identifies and correctly names his right hand; this is due to the fact that the child relies on numerous visual-motor connections that he has formed in the process of using this hand (he eats, draws with his right hand). Based on the distinction between the right and left hands, the child begins to differentiate the paired parts of the body and the location of objects in space. The selection of the right hand occurs in action with the direct participation of the motor and visual analyzers.
When asked to show his right eye, a preschooler always first singled out his right hand, made some movement with it, looked at it, and only then showed his right eye.
Over time, the child learns that at a certain position of his body, some objects are to the right of him, others to the left, i.e. he begins to understand the spatial arrangement of objects in relation to himself. Later, the understanding of "right" and "left" is transferred to the location of objects in relation to each other.
There are several stages in distinguishing the directions "forward - backward", "up - down", "right - left". At the first stage, the child orients himself in all directions, either by moving in one direction or another, or by turning his body, head, and arms accordingly, and controlling all these movements with his eyesight. At this stage, speech does not play a decisive role in spatial discrimination. Pointing gestures, combined with verbal reactions (here, there, here), indicate that the perception of the directions of space is limited at this stage of development by some practical differentiation of these directions.
At the second stage, the verbal designation of the directions of space is already available to children, but evaluated only from the point of view of the position of the child in space.
At the third stage, more generalized ideas about space are formed, which ensure the child's ability to determine directions not only in relation to himself, but also in relation to other people and objects. But children of older preschool age are only just entering this phase of development, which is being prepared by a series of complex motor and speech transformations. It is assumed that with the enrichment of the experience, movements and orienting actions are gradually reduced, automated and transferred to the plan of presented actions, and speech acts that are no longer accompanied by movements of the body and hands become more significant in spatial orientation - they are transferred to the internal plan, i.e. . develop as processes of inner speech.
A.A. Lyublinskaya identified three categories of elementary knowledge about space acquired by a child:

• reflection of the distance of the object and its location;
• orientation in the directions of space;
• reflection of spatial relationships between objects.

The reflection of distance and the location of objects associated with walking, the movement of the child in space and the development of objective actions, enters a new period of development, when the child begins to master words like: “far”, “near”, “there”, “here” and grammatical forms expressions of spatial relations. The reflection of distance is becoming more and more generalized knowledge. With the help of speech, the specialization of the spatial signal occurs - the distance allocated by the child from life situations, regardless of whether the child is familiar or not with a room, garden, courtyard, or larger open spaces.
A similar isolation from objective life situations becomes more and more possible, as A.A. Lyublinskaya writes, for recognizing the directions of space: “The more accurately the words determine the direction, the easier the child is oriented in it, the more fully he includes these spatial features in the picture he reflects. world, the more meaningful, logical and integral it becomes for the child. The words "above", "under", "behind", "in front" become object signals of certain spatial relations, abstracted from specific objects, switched on and off from these relations.
The experiments of T.A. Musseybova revealed: spatial distinction is a more complex process than the distinction of objective qualities, and the distinction of spatial relations between objects is a more complex and lengthy process than the distinction of spatial features of the objects themselves (for example, shape or size). Abstraction of the spatial relations of objects turns out to be a difficult and lengthy process, which is not completed by the end of the preschool period. Children master the practical differentiation of spatial relations to such a level that they can independently determine one or another location of an object among others in one, and then in several situations. As T.A. Musseybova points out, “however, children cannot independently rise to the level of a generalized understanding of the meaning of “spatial terms”, which are commonly used to denote spatial relationships between objects, even at the very end of preschool age.” To prove this, the author gives many examples. We note one of them: “When performing various tasks with the preposition “under”, it was noticed that, placing the toy under various pieces of furniture, many children found it difficult or erroneously determined these spatial relationships in less familiar situations, for example, in tasks where it was proposed to hide a book under a tablecloth, a ring under a sheet of paper, a picture under a cube. Explaining the reasons for such phenomena, T.A. Musseybova notes that the complexity and duration of this process are due, first of all, to the specifics of the object of knowledge.
In the speech of children, the difficulties and age-related features of the differentiation of spatial relations are rather stably reflected. This is evidenced by the speech utterances of children when performing tasks for the arrangement of objects among others in a certain space. In addition, an indicator of speech development in relation to spatial differentiation was the children's understanding of the verbal tasks (instructions) of the experimenter. Experiments have shown that children of all preschool ages made similar mistakes, although to varying degrees.
When given tasks, for example, to place one object after another, the child usually placed it under this object. Although all special tasks aimed at clarifying the meaning of the preposition "under" were performed correctly by the children, which indicates an understanding of this preposition. However, this error took place in the children's speech even after the child had mastered the practical differentiation of these relations. Thus, children and those and other relationships in practice denoted by the pretext "under". A similar picture was revealed with the preposition "on": this preposition denoted not only the relations corresponding to it, but also those that the preposition "above" designates.
There is a sequence in the assimilation of "spatial terminology". First of all, children have the prepositions “about”, “near”, “at”, “in”, “on”, “under”. Later - the words "right", "left", the use of which for a long time depends, as T.A. Musseybova notes, "on the situation of distinguishing between the child's hands." And only a few children by the end of the preschool period have such words as “between”, “opposite”, etc.
In the study of T.A. Musseybova, a regularity was discovered: “The development of each individual group of spatial relations goes through the stage of developing a known reference image that acts as a reference point in the coordinate system. After such a development of the reference image, it becomes possible to differentiate the opposite meaning of objects. In each of the pairs of spatial designations, only one of them is initially mastered: “under”, “right”, “above”, “behind”, “in the middle”, “one after another”. Mastering the opposite meanings of "above", "left", "below", etc. occurs later, as T.A. Musseybova notes, “on the basis of comparison with the first”, i.e. the differentiation of one of the spatial relations is a reinforcement for the formation of knowledge about the other.
Thus, in works that shed light on the problem of the formation of spatial relations in normally developing children of preschool age, it is noted that it is during this period that spatial representations and concepts develop intensively. The development of spatial orientation is inseparable from the development of speech, as well as non-speech functions. The underdevelopment of higher mental functions affects the level of spatial representations. It should be noted the underdevelopment of non-speech functions in children with general speech underdevelopment (OHP).
The level of formation of spatial representations is of great importance for characterizing the overall development of the child and his readiness for schooling. The underdevelopment of spatial function is one of the reasons that cause difficulties in mastering the skills of reading, writing and counting. Therefore, the correction of this deficiency should be given a large place in the work with children with ONR.

Stages of correction of spatial representations in OHP children

First stage.

The task of the first stage of training is to analyze and generalize the form of objects: each form is divided into its constituent elements, the main, essential features that distinguish it from all other forms are singled out in it. Finding signs of difference and similarity is achieved by comparing the studied shapes (square and rectangle, rhombus and square, etc.); after a thorough analysis of the form, the children reproduce it: they build it from sticks, draw in the air, depict it on a sheet of paper, cut it out, mold it from plasticine, and isolate a similar shape from the surrounding objects. To consolidate knowledge about the form, children are taught to transform forms (from one or more geometric shapes to create others by combining or reconstructing them); perform tasks for drawing incomplete contours of figures and objects. These types of work are also of great importance for the development of spatial analysis.

Second phase.

The task of the second stage of training is the formation of knowledge on the extent of the spatial value. Children come across the concept of length when studying various subjects. Elements of commensuration of lengths take place when determining the size of letters when writing, when orienting within a cell, line, but especially often when drawing, designing. By comparing and comparing objects by size, children form such concepts as “big - small”, “narrow - wide”, “low - high”, “short - long”, “shorter - longer”, “more - less”, “thick - thin”, etc. (First, knowledge is formed about one of the concepts of the pair, and then the opposite is introduced.)
When forming ideas about the value, various types of design are used: according to the model, according to the conditions, free design. In the process of constructive activity (folding pictures from separate cubes, figures - from counting sticks, from a geometric mosaic, building material), children learn to compare objects by size, analyze the shape, compare their work with a sample, visually measure parts of objects, use a conditional measure , measure quantities by superposition and application. When studying each object of construction, children are brought to the understanding that it can be divided into parts and then reassembled, that each detail occupies a certain place in the structure, is part of the whole. Establishing a relationship between the whole and its constituent parts is extremely important for the formation of the process of spatial analysis and synthesis, for the development of constructive thinking.

Third stage.

The task of the third stage of training is the formation of ideas about the directions of space. This includes the ability to navigate in the sides, on the plane of the sheet, on the ground, etc. Their development is carried out in the process of various types of activities: drawing, modeling, gymnastic exercises, in gaming activities. The development of the ability to navigate in the directions of space is greatly facilitated by gymnastic exercises, during which the distinction of sides is formed, mirroring is overcome. Classes on distinguishing sides are also held in the game and using game material, environmental objects, various layouts, etc.
The process of formation in children with OHP of the ability to navigate in the directions of space is carried out gradually. At first, children can determine the sides of themselves and the interlocutor only in a specific situation; they accompany the process of orientation with detailed speech pronunciation. At the next step, a visual assessment is clearly expressed, the children look at their hands for a long time, look at the teacher's hands and respond after such a preliminary orientation. Further, the orientation process is minimized, the children quickly give the correct answer.
Much attention is paid to the development of the ability to navigate in the directions of the object in front of the child. This includes the ability to identify landmarks on a sheet of paper, in a notebook, on a blackboard, to determine the top and bottom, right and left sides, etc. To overcome difficulties in orientation on the plane of the sheet, the following types of corrective work are used: designation of the upper left corner of the sheet with one conventional icon, the bottom - with another, the middle - with a third; dividing a sheet into a certain number of parts and following a verbal instruction in each of these parts of a given drawing. In addition, shading objects and geometric shapes, drawing ribbons, stripes (from left to right, bottom to top, obliquely) contribute to the development of spatial orientation when performing graphic tasks.
To improve orientation within a cell on a cell sheet of paper, children perform a variety of graphic tasks: tracing along a contour, along reference points, according to a model, according to verbal instructions. The formation of the ability to navigate on a sheet of paper in a cage depends on the graphic skills of the child, the level of his spatial orientation, the development of visual-motor coordination and sometimes takes place more convoluted.
In the learning process, such concepts as "left - right", "back - forward", "above - below", "horizontal - vertical", etc. are introduced and automated.

Fourth stage.

At this stage, there is a development of ideas about the spatial relationships of objects among themselves. Mastering the ability to determine the spatial relationships between objects is associated with the understanding of complex logical and grammatical structures with prepositions and adverbs. It is very important to teach children to understand the knowledge of prepositions and adverbs “for”, “before”, “between”, “about”, “close”, “far”, etc., use them in speech, and also understand the spatial relationships of persons or objects among themselves, expressed by case forms of words, i.e. unpredictable structures. These tasks are implemented in the verbal description of the paintings in question, in the process of active actions with objects and their images, in the game and educational activities, when folding ornaments and mosaics according to verbal instructions, in the course of performing gymnastic exercises, while drawing. After completing the actions, the children are invited to talk about the completed task.

Bibliography

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Tatyana Anygina
Formation of spatial representations in children of senior preschool age with general speech underdevelopment of level III

Formation of spatial representations in children of senior preschool age with general speech underdevelopment of level III

Anygina Tatyana Evgenievna

Educator of the first qualification category

MBDOU PGO "Pyshminsky Kindergarten No. 6"

R. Pyshma

Annotation. The article considers the formation of spatial representations of children of senior preschool age with OHP level III. The results of the system of speech therapy work on the formation of spatial representations in children of senior preschool age with OHP level III.

A child from an early age is faced with the need to navigate in space. child skill introduce predict what will happen in the near future space, lays in him the foundations of analysis and synthesis, logic and thinking.

Orientation in space has a universal meaning for all aspects of human activity, covering various aspects of its interaction with reality, and is is an essential feature of the human psyche. Numerous philosophical, psychological and pedagogical studies reveal the exceptional role of mastering subject and social space in building a holistic picture of the world by the child, realizing his place in it.

Penetrating all spheres of the child's interaction with reality, orientation in space influences the development of his self-consciousness, personality and, thus, is an integral part of the process of socialization. Therefore, the harmonious development of the child is impossible without the development of his ability to orient himself in space. Lack of maturity towards the end of preschool age is one of the reasons that cause difficulties in mastering school skills by children.

Recently, in the works of various researchers, it is increasingly raised the question of the mutual influence of the formation of spatial representations and speech of the child. Modern data of neuropsychological science speak of spatial representations as a basis, over which the whole set of higher mental processes in a child is built - writing, reading, counting, etc. Insufficiency of spatial representations is directly projected onto the perception and reproduction of the sequence of word elements.

Like other mental processes, they are activated due to close interhemispheric interaction, in the development of which the right and left cerebral hemispheres make their specific functional contribution. Responsible for the execution of movements in space are the parietal and parietal-occipital zones of the cortex, as well as the joint activity spatial, auditory and vestibular analyzers. Generally spatial actions are provided by the temporo-parietal-occipital zone.

base for formation of spatial representations is the relationship of the right and left hemispheres, as well as the coordinate system that develops in the child in stages during lying - sitting - crawling - standing. emerging the child's functions are mainly associated with the work of the right hemisphere. Visual-motor coordination, the ability to correlate movement with vertical and horizontal coordinates, the ability to combine into one whole and remember the general relative position of the parts, that is, to capture a holistic image, depend on it. The left hemisphere solves more complex tasks, especially those related to subtle analysis and speech mediation.

To date, in the pediatric population, the most numerous group children with speech impediments are predominantly children preschool age with general underdevelopment of speech and phonetic-phonemic underdevelopment.

General underdevelopment of speech various complex speech disorders in which children impaired formation all components of the speech system related to its sound side, with normal hearing and intelligence.

To select the most effective methods of correction and warnings possible complications in learning, it is necessary to understand the structure, the reasons underlying the general underdevelopment of speech.

General underdevelopment of speech may occur during the most difficult forms of childhood pathology: alalia, aphasia, as well as rhinolalia, dysarthria - in those cases when at the same time insufficiently developed vocabulary, grammatical structure speeches and there are gaps in phonetic-phonemic development.

Since speech and thinking are closely related, the verbal-logical thinking of children with speech disorders below age norm. These children have difficulty classifying items, generalization of phenomena and signs. Their judgments and conclusions are poor, fragmentary, logically unrelated to each other. Children with general underdevelopment of speech can be attributed to the furniture table lamp and TV, as they are in the room. They have trouble solving math problems. Can't solve riddles.

personality traits children with general underdevelopment of speech are noticeably manifested in the classroom, in play, household and independent activities. They quickly get tired, get distracted, start to spin, talk. But sometimes, on the contrary, they sit quietly, calmly, but on questions do not answer or speak incorrectly. Tasks do not perceive, and sometimes cannot repeat the answer of a friend.

In a child with OHP, an objective personal characteristic does not coincide with their self-esteem; many children do not note and do not evaluate their own character traits. Disorders in the emotional-volitional, personal spheres children with speech impairment not only reduce and impair their performance, but can also lead to behavioral disorders and social maladaptation.

In this way, there is a relationship between the level of speech development of children and their influence on the development of the cognitive sphere, on formation of spatial representations.

The process of experimental study of spatial representations in children of senior preschool age with general underdevelopment of speech took place with children of senior preschool age with OHP level III. The study involved 10 children.

When choosing a diagnostic technique that allows you to fully assess the features spatial representations in children of senior preschool age with OHP, we relied on the main initial theoretical positions of L. S. Vygotsky, S. L. Rubinshtein, A. L. Leontiev, D. B. Elkonin, A. V. Zaporozhets and others.

An important provision of the modern approach to the diagnosis of abnormal development in order to definitions areas of remedial education is the principle of a holistic systematic study of the child.

They relied on the diagnostic materials of T. B. Filicheva and G. V. Chirkina, E. V. Mazanova, T. A. Museyibova, O. B. Inshakova, I. V. Filatova. Evaluation criteria proposed assignments, we use T. A. Museyibova’s diagnostics, since proposed the criteria make it possible to adequately, qualitatively and quantitatively characterize the level of formation of spatial representations in children of senior preschool age with OHP level III.

The purpose of the integrated methodology: feature detection formation of spatial representations in children of senior preschool age. In this methodology presented a list of tasks aimed at studying understanding spatial categories and their use by the child in his own speeches. This technique is divided into five stages: examination of orientation in the scheme of one's own body; perception survey spatial features of objects; survey of orientation in the environment space; examination of the visual spatial orientation; examination of understanding of logical and grammatical constructions.

Every stage suggests completing three tasks. Each task is evaluated on a two-point system, the maximum number of points is 6, the minimum is 0. Based on the results of all stages, the child can score the maximum - 30 points, which corresponds to a high level. Having scored from 10 - 19 points, the child will show the average level, from 0 - 9 points - indicates a low the level of formation of spatial representations.

The ascertaining experiment was carried out in the same educational institution. Based on the results of stage 1, when completing three tasks, 6 (60%) children scored from 1 to 2 points, which indicates low level the ability to navigate in the directions of one's own body. On average level - 4(40%) children. Based on the results of the 2nd stage, upon completion of three tasks, 1 (10%) baby on high level, 7 (70%) preschoolers on medium and low level 2(20%) child. Based on the results of stage 3, when completing three tasks, 5 (50%) children at the intermediate level, 5 (50%) - on low. According to the results of the fourth stage, revealed: medium level 6(60%) children, low 4 (40%) preschoolers. As a result of this step, it can be concluded that (40%) children are on average level. Other children 6 (60%) on low.

In the process of correctional and speech therapy work on the development spatially- analytical activities preschoolers features formation of spatial representations in ontogenesis, the psychological structure of the visual spatial gnosis and praxis, condition spatial orientations in children.

When organizing work on the formation of spatial representations in children of senior preschool age with ONR we supplied purpose: boost the level of development of spatial representations in children of senior preschool age with OHP.

Spatial representations are an integral part of the development of many mental processes, therefore, corrective work to overcome various disorders in OHP must begin with the development of children elementary sensations of individual properties items and a holistic understanding of these objects in space.

According to the results formative experiment, we carried out a control cut. The study was carried out on the same methodological grounds as at the stage of the ascertaining experiment. The result we got testifies about the positive dynamics in the development spatial representations in children of senior preschool age with OHP level III. Thus, we prove that the goals and objectives of the experimental study have been achieved.

List of sources used

1. Borovskaya, I. K. Developing spatial representations in children with features of psychophysical development [Text]: a guide for working with children: at 2 o'clock /I. K. Borovskaya, I. V. Kovalets. - M.: Humanitarian. ed. center VLADOS, 2004. - h. 1 : for junior and secondary preschool age. - 35s.

2. Morgacheva, I. N. Child in space. Training preschoolers with general underdevelopment of speech to teaching writing through development spatial representations [Text] /I. N. Morgacheva. Toolkit. - St. Petersburg, "CHILDHOOD PRESS", 2009. - 212 p.

3. Semago, N. Ya. Modern approaches to the formation of spatial representations in children as the basis for compensating for the difficulties of mastering the primary school program. [Text] /N. Ya. Semago // Defectology, No. 1., 2000.

4. Filicheva, T. B., Chirkina G. V. Elimination of the common speech underdevelopment in preschool children [Text]: /T. B. Filicheva, G. V. Chirkin. Practical guide. - M.: Iris-press, 2004.- 224p.

5. Filicheva, T. B., Chirkina G. V., Tumanova T. V. Education and training preschool children with general underdevelopment of speech [Text] /T. B. Filicheva, G. V. Chirkina, T. V. Tumanova. Moscow: Eksmo, 2015. - 320s.

Spatial representations of preschoolers with OHP

introduction

chapter 1. theoretical and methodological foundations for the formation of spatial representations of preschoolers with ONR

1.1 .general characteristics of spatial thinking

1.2 .characteristic of spatial thinking of children of senior preschool age with ONR.

chapter 2. modern methodological approaches to the formation of spatial representations of children of senior preschool age with ONR.

2.1. features of spatial representations of children 5-6 years old with general underdevelopment of speech

2.2. methods and techniques for the development of spatial representations in preschoolers in speech therapy classes

chapter 3. study of the features of spatial representations of older preschoolers with

3.1. revealing understanding of spatial relations left-right, top-bottom

3.2. study of the verbal designation of spatial concepts

3.3. spatial and practical correlation of parts in the design

conclusion

literature

Introduction

The importance of studying spatial thinking is determined by the insufficient knowledge of the patterns of spatial thinking in children with ONR. And this issue is very important, since children of this category experience numerous difficulties in creating spatial images and operating with them. The study of the psychological nature of spatial thinking is therefore not only of theoretical but also of great practical importance, since it is difficult to name at least one area of ​​human activity where the ability to navigate in space would not play a significant role. This skill is a necessary condition for the social existence of a person, a form of reflection of the surrounding world, a condition for successful cognition and active transformation of reality.

Free operation of spatial images is the fundamental skill that combines different types of educational and labor activities. It is considered as one of the professional important qualities.

The development of spatial perceptions begins to form in the child gradually. The very first and main stage in the structure of the formation of spatial representations is the child's perception of his own body, which begins with a feeling of muscle tension and relaxation, a feeling of the interaction of the body with external space, as well as the interaction of a child with an adult.

In the book of the domestic psychologist L.S. Vygotsky's "Thinking and Speech" states that "a concept is formed when sensations are formed." So, in the first years of a child's life, it is necessary to form a sense of space in him.

Between the ages of three and four, the child begins to develop an idea of ​​right and left, i.e. the body schema is formed and matures. The process of forming a child's distinction between the right and left sides of his own body is completed by about six years of age. Unclearly formed ideas about the right and left parts of the body often cause writing disorders.

The formation of spatial orientation is inextricably linked with the development of thinking and speech. With the appearance in the active dictionary of a preschooler of the words: left, right, forward, backward, close, far, the perception of space rises to a new, qualitatively higher level - spatial representations expand and deepen.

In order for a child to study successfully at school, he must freely navigate in space, master the basic spatial concepts. Research by scientists has shown that if a child’s spatial representations are insufficiently or inaccurately formed, this directly affects the level of his intellectual development: when constructing, it can be difficult for a child to compose a whole from parts, to reproduce a given form, his graphic activity is disturbed. In addition, the child often has difficulties in mastering reading and counting.

Therefore, it is so important to examine the child in time and start corrective work.

CHAPTER 1

1.3 . General characteristics of spatial thinking

One of the main tasks of special psychology is to study the patterns of intellectual development of preschoolers with OHP. An important aspect of this development is spatial thinking, which provides orientation in space, effective assimilation of knowledge, mastery of various activities.

Spatial thinking in its most developed form operates with images, the content of which is the reproduction and transformation of the spatial properties and relations of objects: their shape, size, mutual position of parts. Spatial relationships are understood as relationships between space objects or between spatial features of these objects. They are expressed in terms of directions (forward-backward, up-down, left-right), distances (near-far), their relationships (closer-further), location (in the middle), length of space objects (high- low, long-short), etc.

The main qualitative indicators of spatial thinking are:

Type of operating with spatial images

The breadth of operation, taking into account the graphic basis used

The completeness of the image (the predominant reflection in it of the shape, size, spatial position of objects)

A stable reference system used (spatial orientation "from oneself", from an arbitrary reference point)
An important indicator of the development of spatial thinking is the breadth of operation and the completeness of the image. The latitude of operation is understood as the degree of freedom of manipulation of spatial images when using various graphic material. The completeness of the image is its correspondence to the real object. It characterizes the set of image elements, their connection and dynamism.

1.2. Characteristics of spatial thinking of children of senior preschool age with OHP.

The formation of spatial representations is one of the most important sections of the mental education of children with OHP. Knowledge about space, spatial orientation develop in a variety of activities of preschoolers: in games, observations, labor processes, in drawing and design.
By the end of preschool age, children with dysarthria develop such knowledge about space as: shape (rectangle, square, circle, oval, triangle, oblong, rounded, arched, pointed, curved), size (large, small, more, less, the same , equal, large, small, half, in half), length (long, short, wide, narrow, high, left, right, horizontal, straight, oblique), position in space and spatial connection (in the middle, above the middle, below the middle, right, left, side, closer, farther, front, back, behind, in front).

Mastering the indicated knowledge about space implies: the ability to identify and distinguish spatial features, correctly name them and include adequate verbal designations in expressive speech, navigate in spatial relationships when performing various operations associated with active actions.
The full value of mastering knowledge about space, the ability to spatial orientation is provided by the interaction of motor-kinesthetic, visual and auditory analyzers in the course of performing various types of child activities aimed at active knowledge of the surrounding reality.

The development of spatial orientation and the idea of ​​space occurs in close connection with the formation of a sense of the scheme of one's body, with the expansion of children's practical experience, with a change in the structure of object-game action associated with the further improvement of motor skills. The emerging spatial representations are reflected and further developed in the subject-play, visual, constructive and everyday activities of children. Qualitative changes in the formation of spatial perception are associated with the development of speech in children, with their understanding and active use of verbal designations of spatial relations, expressed by prepositions, adverbs.

Mastering knowledge about space involves the ability to identify and distinguish spatial features and relationships, the ability to correctly designate them verbally, to navigate in spatial relationships when performing various labor operations based on spatial representations. An important role in the development of spatial perception is played by design and modeling, the inclusion of verbal designations adequate to the actions of children in expressive speech.

CHAPTER 2. MODERN METHODOLOGICAL APPROACHES TO THE FORMATION OF SPATIAL REPRESENTATIONS OF OLDER PRESCHOOL CHILDREN WITH OHP.

2.1. Features of spatial representations of children 5-6 years old with general underdevelopment of speech

In the process of speech therapy work with preschoolers, it is necessary to take into account the features and sequence of the formation of spatial perception, spatial representations in ontogenesis, and temporal orientations.

Spatial representations is an activity that includes determining the shape, size, location and movement of objects relative to each other and one's own body, relative to surrounding objects. Spatial representations play an important role in the interaction of a person with the environment, being a necessary condition for orienting a person in it.

As P.F. Lesgaft noted, each conscious work requires a serious understanding of the meaning of space and the ability to cope with these relationships.

To understand the problem of speech disorders in children, this issue is essential, since the insufficient formation of spatial representations is likely to affect the formation of literate coherent speech in preschoolers, and in the process of developing reading and writing skills in schoolchildren.

Children who have unformed spatial representations do not use in their speech prepositions denoting the spatial relationships of objects, people and animals. Their speech often lacks the preposition over. Preschoolers, and sometimes even younger schoolchildren, in oral speech find it difficult to differentiate prepositions to - at, in - on (to the house

- at home, in the table - on the table). Often, children in this category mix prepositions before - after - for, which is a consequence of unformedness and spatial relationships. For example: "The wardrobe is behind the chair" instead of "The wardrobe is behind the chair." Or "Summer comes before spring, and autumn comes after winter."

Preschoolers have difficulty using adjectives wide - narrow, thick - thin. These adjectives are replaced by big or small.

For example: a wide river is a big river, a thin stalk is a small stalk. In the future, when mastering the skill of writing, the listed difficulties lead to violations of written speech, the pathological basis of which is the insufficiency or delay in the formation of the “body scheme”. Subsequently, this will find its manifestation in difficulties in orienting in the scheme of a notebook sheet. For example, when preparing written work, children for a long time cannot accept and achieve automatism when fulfilling standard requirements for their design: skipping a certain number of lines or cells between works, highlighting the “red line”, observing the “margins” of the notebook sheet, completing the work “in two - three columns", uniform filling of the notebook sheet with text.

2.2. Methods and techniques for the development of spatial representations in preschoolers in speech therapy classes

In order to develop and refine spatial representations, it is necessary to take into account the patterns of formation of spatial functions in ontogenesis and, in connection with this, carry out speech therapy work according to the following plan.

Development and refinement of spatial representations.

1) differentiation of the right and left parts of the body - right and left arm, leg; right and left eye; right and left ear. At the same time, those names of paired body parts that are difficult to fix in the dictionary of children with speech disorders are specified. For example: shin, thigh, ankle, wrist, foot, hand, shoulder, etc.

At this stage, you can offer children the following tasks and exercises:

Raise your right hand, left hand.

Show me where my right, left hand is.

Name the objects that are located to your right, to your left.

Heda's trials.

a) visual option

The child is invited to reproduce the movements performed by the examiner sitting opposite: touch the right ear with the left hand, the left eye with the right hand, the right eye with the right hand, etc. The task requires mental spatial reorientation to overcome the tendency to mirror reproduction.

Errors occur not only in violation of spatial praxis, but also in the reduction of mental activity.

b) Speech option

Simple orientation. Instruction: "Raise your left hand, show your right eye, your left leg." If the task is completed, then go to the next one, if not, stop.

2) orientation in the surrounding space.

This takes into account that orientation in horizontal directions (behind - in front, forward - back) suffers more than in vertical directions (above - below, above - below, above - below). The most striking distinguishing feature of this category of children is the inability to master the concepts of left - right, left - right, left - right.

A. N. Kornev connects this with the fact that among all the speech designations of the directions of space, the concepts of “left” and “right” are the least sensually reinforced, very abstract. In contrast, the concepts of "front - behind" are reinforced by a sense of differences between the ventral and dorsal parts of the body, and "up - down" - by the relationship to the vertical axis "head - legs". Such abstractness greatly complicates the assimilation of these verbal categories in ontogeny, and requires a high degree of awareness of spatial representations.

Children can be asked to complete the following tasks:

Put the pen to the right of the notebook; put the pencil to the left of the book; say where the pen is in relation to the book - on the right or on the left; where is the pencil in relation to the notebook - on the left or on the right. Similar work is carried out to determine the spatial arrangement of three objects. The speech therapist invites the children to complete the following sample tasks: “Put the book in front of you, put a pencil to the left of it, a pen to the right,” etc.

Standing one behind the other, name the one standing in front, standing behind; standing in a line, name the one on the right, the one on the left.

On the demonstration canvas, place the corresponding pictures to the left and right of the given object according to the instructions.

Sitting at the table, determine its right and left edges.

Determine the place of the neighbor in relation to yourself, correlating this with the corresponding hand; determine your place in relation to a neighbor, focusing on the neighbor's hand.

Standing in pairs, facing each other, at the command of the speech therapist, one of each pair determines first for himself, then for a friend, his right arm, left leg, etc.

then the roles change.

Determine the right and left sleeves of the blouse lying

a) back up

b) back down.

Determine the left and right pockets of the jeans (front and back view)

Determine if the footprint of the right or left foot is imprinted in the sand

Sequence of reproducing the arrangement of a row of colors of the rainbow Arrange the colors of the rainbow in the correct sequence. In case of difficulty, use the hint. (Every Hunter Wants to Know Where the Pheasant Sits).

The sequence of the digital series on the example of the numbers of the first ten: 1 2 3 4 5 6 7 8 9

a) What is the first number on the right? first number on the left. Which one is more? In which direction do the numbers in the series increase?

b) Read the row in reverse order (i.e. from right to left). How does it change

the magnitude of the numbers in that direction? (decreases).

c) Show the number 4. Does it have neighbors in the row? What number is on the left

from 4? Is it greater or less than 4? Name the neighbors of the number 4 on the right,

compare by size.

d) Show the neighbor on the left.

e) Point to the neighbor on the right.

e) Put the number back in place.

3) definition of spatial ratios of elements of graphic images and letters. At this stage, visual perception of the spatial arrangement of objects and their components develops.

Children are offered the following exercises:

· Write called geometric shapes to the right or left of the vertical line.

Determine the spatial arrangement of the figures in the picture relative to each other.

What is in the center of the picture? (butterfly)

What is in the top right corner? (cloud)

What is to the left of the butterfly? (chamomile, bird)

Where is the house in relation to the butterfly? (bottom left)

· Where is the cloud in relation to the butterfly, dog, bird? (upper right, above the dog, on the right)

What is in the lower right corner? (dog)

· Draw the right ear.

· Draw the left ear.

· Draw the left eyebrow and the right eye.

· Draw the right ear and the left eye.

Thus, the inclusion in the system of correctional work of tasks and exercises aimed at developing and clarifying spatial representations will contribute to the improvement of the lexical and grammatical component of speech, will positively affect the formation of non-speech processes (attention, memory, thinking), and prevent the occurrence of graphic errors in writing. All this will inevitably have a positive impact on the speech and general development of the child.

CHAPTER 3

3.1. Revealing the understanding of spatial relations left-right, top-bottom

Assimilation of orientations from left to right.
1. Movement according to a given instruction (learning the left and right parts of the body, the left and right sides).
We march bravely in the ranks.
We know science.
We know the left, we know the right.
And, of course, around.
This is the right hand.
Oh, science is not easy!

"The Steadfast Tin Soldier"
Stay on one leg
Like you're a solid soldier.
Left leg - to the chest,
Look, don't fall.
Now stay on the left
If you are a brave soldier.
2. Refinement of spatial relationships.
standing in a line, name the one standing on the right, on the left;
standing in pairs facing each other, determine first at oneself, then at a friend, the left hand, the right hand, etc.
3. The game "Parts of the body."
One of the players touches any part of the body of his neighbor, for example, the left hand. He says: "This is my left hand." The one who started the game agrees or refutes the neighbor's answer. The game continues in a circle.
4. Determine from the plot picture in which hand the characters in the picture have the called object.
7. Mastering the concepts “The left side of the sheet is the right side of the sheet.
Coloring or drawing according to the instructions, for example: “Find the small triangle drawn on the left side of the sheet, color it in red. Find the largest triangle among those drawn on the right side of the sheet. Color it with green pencil. Connect the triangles with a yellow line.
Assimilation of the directions "up-down", "top-bottom".
Orientation in space:
What's up, what's down? (analysis of towers built from geometric bodies).
Orientation on a sheet of paper:
Draw a circle at the top and a square at the bottom.
Place an orange triangle, place a yellow rectangle on top, and a red one below the orange one.

Exercises in the use of prepositions: for, because of, about, from, in front of, in, from.

Introduction: Once resourceful, smart, agile, cunning, Puss in Boots was a playful little kitten who loved to play hide-and-seek.
The facilitator shows the cards where it is drawn, where the kitten is hiding, and helps the children with questions like:

Where is the kitten hiding?

- Where did he come from? etc.

Result:
The performance of these tasks by children revealed a sufficient understanding of the spatial relations expressed by prepositions and adverbs, which, nevertheless, was combined with the duration of the search for an object according to verbal instructions, if its position was indicated using the prepositions “for”, “before”, “above”, “under ”, “left”, “right”.

3.2. Study of the verbal designation of spatial concepts.

The game "Shop" (the child, acting as a seller, arranged toys on several shelves and said where and what was).
Show the actions that are described in the poem.

I will help my mother

I will clean everywhere

And under the closet

and behind the closet

and in the closet

and on the closet.

I don't like dust! Ugh!

Orientation on a sheet of paper.

Simulation of fairy tales
"Forest School" (L.S. Gorbacheva)

Equipment: each child has a sheet of paper and a house cut out of cardboard.
“Guys, this house is not simple, it is fabulous. Forest animals will study in it. Each of you has the same house. I will tell you a fairy tale. Listen carefully and put the house in the place mentioned in the fairy tale.

Animals live in the dense forest. They have their own kids. And the animals decided to build a forest school for them. They gathered at the edge of the forest and began to think where to put it. Leo suggested building in the lower left corner. The wolf wanted the school to be in the upper right corner. The fox insisted on building a school in the upper left corner, next to her hole. A squirrel intervened in the conversation. She said, "The school should be built in the clearing." The animals listened to the advice of the squirrel and decided to build a school in a forest clearing in the middle of the forest.
"Winter"
Equipment: each child has a sheet of paper, a house, a Christmas tree, a clearing (blue oval), an anthill (gray triangle).
“At the edge of the forest, Winter lived in a hut. Her hut was in the upper right corner. Once Winter woke up early, washed her face white, dressed warmer and went to look at her forest. She walked on the right side. When she reached the lower right corner, she saw a small Christmas tree. Winter waved her right sleeve and covered the Christmas tree with snow. Winter turned to the middle of the forest. There was a big field here.
Winter waved her hands and covered the entire clearing with snow.
Winter turned to the lower left corner and saw an anthill.
Winter waved her left sleeve and covered the anthill with snow.
Winter went up: she turned to the right and went home to rest.

"Bird and Cat"

Equipment: each child has a sheet of paper, a tree, a bird, a cat.
“There was a tree growing in the yard. There was a bird near the tree. Then the bird flew and sat on a tree above. The cat has arrived. The cat wanted to catch the bird and climbed a tree. The bird flew down and sat under a tree. The cat stayed on the tree.

Assimilation of prepositions that have spatial significance.
1. Perform various actions according to the instructions. Answer the questions.
Put the pencil on the book. Where is the pencil?

Take a pencil. Where did you get the pencil from?

Put the pencil in the book. Where is he now?

Take it. Where did you get the pencil from?

Hide your pencil under the book. Where is he?

Take out the pencil. Where was it taken from?

2. Line up, following the instructions: Sveta behind Lena, Sasha in front of Lena, Petya between Sveta and Lena, etc.

Answer the questions: “Who are you behind?” (in front of whom, next to whom, ahead, behind, etc.).

3. The arrangement of geometric shapes according to this instruction: “Put a red circle on a large blue square. Place a green circle above the red circle. There is an orange triangle in front of the green circle, etc.”
4.. "What's mixed up?"

Grandfather in the oven, firewood on the stove.

Boots on the table, cakes under the table.

Sheep in the river, carp by the river.

Under the table is a portrait, above the table is a stool.
5. "On the contrary" (name the opposite pretext).

Adult says:

- Above the window.

- Under window.

To the door - ... To the box - ... In front of the school - ... To the city - ... In front of the car - ... -

Pick up pairs of pictures that match the opposite prepositions.

Result:

The results of the assignments indicate that the active mastery of word-terms is a more complex process than the development of their understanding. The study also confirmed the well-known statement about the difficulty of forming an understanding of the generalized meaning of terms, which is manifested in the generalization of individual connections, when the adverbs "about, next to, behind, closer, away" replace separate groups of prepositions. According to the study, the prepositions “under, over, in front of, between, behind, in the middle” are the most rare in the expressive speech of children of this category.

Most of the children examined were characterized by insufficient differentiation and low actualization of all spatial connections and relationships in expressive speech.

In the verbal assessment of spatial relations, even with their correct understanding, the influence and great significance of the sensory perception of space was noted, especially in children with a limited vocabulary. In the search for the necessary verbal designation of any spatial position, children, as a rule, chose the parameter of distance from themselves, when all directions were defined as “closer to me”, “a little away from me”, and so on, which in normal ontogenesis is observed in more at an early age, namely, up to four years.
It was found that children experienced significantly greater difficulties in playing actions related to the distribution of objects in different directions than those that were noted in them when performing tasks requiring the designation of spatial relationships in speech.

3.3. Spatial-practical correlation of parts in the design

Fold the figures from the sticks according to the pattern given in the figure;
Fold geometric shapes from four parts - a circle and a square. In case of difficulty, perform this task in stages:
A) Make a figure of two then three and four parts;
B) Fold a circle and a square according to the pattern of the drawing with the constituent parts dotted on it;
C) Fold the figures by superimposing on the dotted drawing of the part, followed by design without a sample.
"Make a picture" (like E. Seguin's board).

Children match the tabs to the slots in shape and size and fold the figures cut out on the board.

"Find a shape in an object and fold the object."
In front of the children are contour images of objects made up of geometric shapes. Each child has an envelope with geometric shapes. It is necessary to add this object from geometric shapes.

"The picture is broken."

Children have to fold the pictures cut into pieces.

"Find what the artist has hidden."

The card contains images of objects with intersecting contours. You need to find and name all the drawn objects.

"The letter is broken."

Children must recognize the whole letter from any part.

"Fold the square" (B.P. Nikitin). Equipment: 24 multi-colored paper squares 80X80mm in size, cut into pieces, 24 samples, on which the connection lines are indicated.

The game can be started with simple tasks: “Add a square from these parts. Look carefully at the sample. Think about how to arrange the parts of the square. Try to superimpose them on the sample. Then the children independently select the parts by color and assemble the squares.

Montessori frames and inserts.

The game is a set of square frames, plates with cut out holes, which are closed with an insert lid of the same shape and size, but of a different color. The lids and slits are round, square, equilateral triangle, ellipse, rectangle, rhombus, trapezoid, quadrilateral, parallelogram, isosceles triangle, regular hexagon, five pointed star, right isosceles triangle, regular pentagon, irregular hexagon, scalene triangle.
Children match the liners to the frames, circle the liners or slots, insert the liners into the frames by touch.

"Mailbox".

A mailbox is a box with slots of various shapes. Children lower three-dimensional geometric bodies into the box, focusing on the shape of their base.
“What color is the object?”, “What shape is the object?”.
Option I: children have subject pictures. The leader takes out chips of a certain color (shape) from the bag. Children cover the corresponding pictures with chips. The winner is the one who closed his pictures the fastest. The game is played like "Lotto".
Option II: children have colored flags (flags depicting geometric shapes). The host shows the item, and the children show the corresponding flags.
"Collect in shape"

Each player has a card of a certain shape. Children pick up the appropriate items shown in the pictures.
"Find your mate."

Children are divided into two teams. Children are given one form from a set of geometric shapes. On a signal, the children go towards each other and look for their mate, i.e. take the hand of someone who has exactly the same geometric figure.

"Run to me."

Children have flags of the same color, but different in shape. The guys move around the room to the music. The host stops the music, raises a picture with an image of an object of a certain shape. Those with flags of the appropriate shape run up to the leader. Then the children run away again. The game continues. At the end, the leader notes the most attentive players.

As you progress, the game becomes more difficult due to the use of objects consisting of several geometric shapes, painted in several colors. In this case, children with different colors and shapes of flags run up to the leader.

Games "What form is gone?" and “What has changed?”.
Geometric figures of different shapes are put in a row.
Children must memorize all the figures or their sequence.
Then the children close their eyes. One or two figures are removed (swapped). The guys should name which figures are gone, or say what has changed.
"Gather your comrades."

Children have cards with a variety of geometric shapes of various sizes. Children must find partners who have the same geometric shapes and build from the largest to the smallest figure.
The group that gathers comrades faster than others wins.
Exercises for the formation of ideas about the value:
Arrange the circles from smallest to largest.
Build matryoshka dolls in order of height: from tallest to shortest.
Put the narrowest strip on the left, next to the right put a strip a little wider, etc.

Color the tall tree with yellow pencil and the low tree with red.
Circle the fat mouse, circle the thin mouse, and so on.
"Great bag."

The bag contains voluminous and flat figures, small toys, objects, vegetables, fruits, etc. The child must feel to determine what it is. You can put plastic, cardboard letters and numbers in the bag.
"Painting on the back".

Children draw letters, numbers, geometric shapes, simple objects on each other's backs. You need to guess what the partner drew.

Result:

The spatial and practical correlation of details in the structure, especially when drawing up a circle and a square from cut parts, caused greater difficulties than drawing. Only 50% of children completed these tasks without difficulty or independently found the correct solution through tentative actions, trial and error.
For another part of the children, these tasks turned out to be available only in training. This group was represented by children who had difficulties with the verbal designation of spatial relationships; children who experienced difficulties in spatial discrimination in subject-play activities and in orientation on a sheet of paper.
Typical mistakes when constructing from sticks:

Mirror construction of figures

Excess details, or a decrease in their number when drawing up the figures "herringbone" and "ladder".

However, in all cases, the general outlines of the figure were not violated.
It is noteworthy that the children saw their own mistakes. Repeated performance, after comparison with the sample, was correct for them, although practical trying-ons and trials of action were observed. Of the design tasks, the most difficult was the folding of four inhomogeneous parts of planar figures - a circle and a square. Moreover, there were no cases of misunderstanding of the task and non-recognition of the figure that can be put together from these details.

A typical mistake in the first trial was the folding of a square and a circle from only two symmetrical parts, as a result of which the desired figures turned out to be smaller in size and somewhat distorted in outline (the circle resembled an oval).

When using all the details, long trials, trying on, self-doubt and refusal of the task were observed.
Most of the children showed correct performance at the stage of learning to design according to a model-drawing with dotted parts indicated on it, as well as when folding a figure by superimposing details on a dotted drawing. At the same time, subsequent independent implementation was achieved through search, already more effective actions.

Thus, one of the reasons for the delay in the development of spatial relations is that the formation of spatial representations in children with ONR, as a rule, occurs with a small inclusion of active movement in the space of the children themselves, with a limitation of practical, everyday and play activities.

The study of spatial representations in children of this category confirmed the presence of certain patterns and typical difficulties in its formation, as well as features and specific difficulties that require correctional and pedagogical influence.

Conclusion

Based on the study of spatial thinking in older preschoolers with OHP, the following conclusions can be drawn.

The most common violation of visual-spatial analysis and synthesis. This is expressed:

In the difficulty of understanding the sides (left-right) in oneself and opposite the person sitting;

In a poor representation of spatial and volumetric figures. This feature affects the understanding of the meaning of spatial prepositions;

In the rearrangement of letters, in the replacement of some letters by others, similar

In mathematics - difficulties are found in mastering the place of a number in a number series;

Often there are violations of the spatial organization of movements, their sequence. It is difficult for children to assimilate both gaming and labor processes.

Difficulties in the development of spatial representations in children of this category are explained by the impaired activity of the motor-kinesthetic analyzer, the insufficiency of spatial analysis and synthesis, and the features of the latter are considered as a consequence of a violation of higher cortical functions.

In this regard, the development of spatial representations, being an integral part of the work on the formation of knowledge and skills in various types of activities, stands out as one of the most important tasks of correctional

work with these children.

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The reproduction of sensory images of perception leads to the emergence of new peculiar mental formations - representations. Representation is a reproduced image of an object, which - on the basis of a previous sensory impact - is reproduced in the absence of an object. Reproduced memory images - representations are a step or even a series of steps leading from a single image of perception to a concept and a generalized representation that thinking operates on. As a general rule, representations are not rendered in isolation, but in connection with other representations. A significant place among these connections, according to S.Ya. Rubinshtein, take associative connections. They are created primarily by virtue of spatial or temporal contiguity (associations by contiguity in space and time).

B.G. Ananiev and E.F. Rybalko define the following stages of formation of perception of space in early childhood:

I. Formation of the gaze fixation mechanism - in most cases in children of 3 months of age.

II. Moving the gaze behind moving objects. This phase coincides in time in different children from the age of 3 to 5 months. Thus, initially for the child, space exists as a visible mass and objects that stand out from it.

III. The development of active touch and the development of objective activity (from the middle of the first year of life). From this moment on, the elements of spatial vision are directly dependent on the accumulation of motor experience and the process of active touch. Among the moving objects in the child's field of vision, the movements of the child's hands themselves and those objects with which he manipulates are of particular importance.

IV. Mastering space through crawling and walking (second half of the first year of life). As A.A. Lublinskaya, it was during this period that the formation of a systemic mechanism for the perception of space begins, which is a holistic image of spatial features and relations of objects in the outside world.

V. The appearance of individual mental operations with the verbal designation of space in the linguistic picture of the child. According to the research of A.N. Gvozdev, with the appearance of separate mental operations with the verbal designation of space in the linguistic picture of the child, in the second and third years of life, space designations begin to be used for the first time, that is, much later than the designations of the objects themselves and their properties. Moreover, prepositions are not yet used by the child, although the construction of the sentence seems to presuppose them.

By the end of the 2nd year, the child begins to use two-word sentences in his speech, learns to correctly understand and pronounce words, and also build sentences. This is a period of increased susceptibility of the child to the speech of others. Therefore, this period is called sensitive (favorable) for the development of the child's speech. The formation of speech at this age is the basis of all mental development. If for some reason (illness, lack of communication) the child's speech capabilities are not used sufficiently, then his further general development begins to be delayed.

The process of forming spatial representations at the verbal level is very long and covers not only the period of preschool childhood.

Research by T.A. Museyibova show that there is a certain sequence in the assimilation of spatial terminology by children of preschool age.

First of all, prepositions about, near, at, on, by appear in the speech of children. Later, the words on the right and on the left, the use of which for a long time was limited to "the situation of distinguishing one's hands." Only in some cases, by the end of the preschool period, prepositions and adverbs appear as between, on the contrary, over.

In the studies of T.A. Museyibova discovered another pattern that characterizes the peculiarities of the perception of space by preschool children, namely: the development of each individual group of spatial relations goes through the stage of developing a reference image that acts as a reference point in the coordinate system. After such a development of the reference image, it becomes possible to differentiate the opposite position of objects. In each of the pairs of spatial designations, initially only one of them is mastered, for example: under, on the right, above, behind. The development of opposite meanings above, to the left, below and others occurs on the basis of comparison with the first.

MM. Semago and N.Ya. Semago consider four levels of spatial representations that a preschool child masters and the constituent elements of spatial representations at each level - they are as follows:

1. The space of one's own body. This includes ideas about the child's own body, body parts and their relative position.

2. Ideas about the location of objects in space in relation to the child's own body.

3. Representations about the relationship between external objects.

4. Spatial representations with the verbal designation of space in the linguistic picture of the child or quasi-spatial representations, this includes grammatical constructions, the meaning of which is determined by the endings of words, their arrangement, prepositions, etc.

Children master self-orientation at an early age. It includes knowledge of individual parts of your body and face, including symmetrical ones (right or left arm, leg, etc.).

In middle and senior preschool age, children use the reference system "on themselves" in different life situations, when performing tasks for orientation in space. This is the first generalized way of spatial orientation that a child masters at preschool age.

Based on it, various systems of knowledge about the spatial relations of objects are formed.

The next stage is orientation on external objects (“on any objects”, “on a person”). Spatial orientation on any objects of the subject environment becomes possible if spatial orientation on one's own body is mastered. The child mentally transfers it to other objects (highlights their various sides - front, back, side, top and bottom) and to another person (above - head, and below - legs; in front - face, behind - back; one hand - on the right, the other is on the left).

Most of the objects around us occupy a vertical position in space, have a front and back side, which allows preschoolers to successfully isolate them.

The ability to distinguish the spatial scheme of various objects is necessary for orientation in space "from any objects" and for understanding the spatial relationships between objects. So, for example, the location of one object opposite another is evidenced by their facing to each other, the location of one object in front or behind another is characterized by a special correlation between the front and back sides of objects, etc. (A.M. Kolesnikova, T.A. Pavlov).

The ability to navigate "on oneself", "on another person", "on any objects" is an important condition for orientation in the surrounding space.

But orientation in space is accomplished on the basis of the use by a person of any reference system. A lot of them. And all of them reflect the experience of a person's cognition of spatial relations, generalize the experience of people's orientation in a subject-spatial environment.

Spatial orientation "from various objects" and its practical use in orientation in the subject-spatial environment is the second frame of reference. This is a more generalized way of spatial orientation compared to the first one. Both ways of orientation and the frames of reference underlying them are interconnected. The first is the original. It underlies the second and many other systems of reference and ways of spatial orientation that the child will master in the preschool years and beyond.

The third reference system, which a child masters at preschool age, is orientation along the main spatial directions. The ability to use this system is possible with a higher level of knowledge of the child about space.

Orientation based on this frame of reference children master gradually, in different age groups. Knowledge of the main and intermediate spatial directions forms in them the image of the perceived space, dissected along vertical-horizontal lines; equips with a new generalized way of orientation in the environment (A.M. Kolesnikova, L.N. Fedoseeva).

To master the reference system in the directions of space, the child must be able to:

Distinguish between the main spatial directions (forward-backward, right-left, up-down) and intermediate (front right, front left, rear right); recognize them, name them, be able to independently identify them, orienting themselves in space “from oneself”, “from another person” and “from any objects”;

Determine your location among the surrounding objects and relative to another person ("I am in front of Ira ... behind Ira, to the right or left of her" "");

Determine the placement of objects in space, fix their location in front or behind, to the right, to the left, focusing "from oneself", "from another person", "from any objects";

Determine the spatial relationships between objects based on their location along the lines of the main and intermediate directions (for example, in front of the house - a playground, to the right of the house - a garage, to the left - a square, a road is visible behind the house);

Spatially orient their movements (when walking, running, etc.), give a verbal description of the subject-spatial environment in accordance with the directions of space, perform various educational tasks and assignments;

Focus on the plane (the surface of the table, a sheet of cardboard or paper, a page of a book, a notebook in a cage, and a ruler: its upper part, lower, right, left, middle).

As noted by T.A. Museyibova, orientation in the space of the page, the ability to see the spatial arrangement of the sign on paper - the specific requirements of the educational activity of a first-grader. An analysis of modern program and methodological materials on the organization of work with six-year-old children in the preparatory classes of the school, in the preparatory groups of preschool institutions, observations of children in the first days, weeks and months of their schooling confirm this.

Orientation in the space of the sheet is necessary for the successful work of children in mathematics lessons, reading letters, drawing, and labor lessons.

The simplest orientation on the plane of the sheet (in the middle, in the upper (lower) right (left) corner; upper (lower) side; lateral - right and left side) is available to children aged three to four years.

Tasks of a different nature, for example, to draw lines on a sheet, following the instructions of the teacher (2 cells down, 6 to the right, 4 up), are much more difficult. Such tasks are offered to children in the preparatory group for school. But teaching children the ability to navigate on a plane involves the formation of even more complex skills in them, the line placement of signs, shapes, and drawing elements on a sheet. Selecting a “small space”, correctly perceiving and accurately reproducing the spatial arrangement of individual elements of a number, letter, sign, drawing is a difficult task. It becomes feasible for a six-year-old child if it is carried out under the guidance of a teacher.

During the period of stay in kindergarten, a child with normal psychophysical development must master:

By the method of dissected perception of the sheet plane (the surface of a table, board, a limited area of ​​​​the terrain), be able to highlight its elements: sides, corners, middle;

an elementary way of spatial analysis of the sheet plane (table surface, board, limited area); be able to select the upper and lower parts, right and left, upper right parts of the plane and upper left, lower right and lower;

The ability to actively act within the perceived plane, for example: to independently characterize the placement of pattern elements on a sheet or arrange them in accordance with the instructions of the educator; perform various tasks for the spatial movement of objects, spatially orient their own actions (keep score in the direction from right to left or left to right, draw lines in different directions);

Spatial orientation on a sheet on the basis of the relative position of objects relative to each other or to some initial reference point. For example, taking this object as a starting point, place the remaining elements of the picture (pattern) above, below, to the right or to the left of the original one (place, for example, a red circle on the sheet to the right, and blue to the left of green, or place blue circles around green, etc. d.);

The ability to perceive a “small space” and act within its boundaries (place a drawing, pattern elements, graphic signs).

It is necessary to develop and improve in children the accuracy of optical-spatial perception when orienting in a limited, cellular or line microspace; to form the ability to recreate, according to a model or representation, the spatial arrangement of elements of a composition, pattern; be able to fix and reproduce rotations on the plane of individual elements of a pattern or graphic signs, shapes, images of an object.

Orientation on a plane is a complex skill. Children gradually master it, starting from the younger preschool age (T.A. Museyibova, T.A. Pavlova

The next program task in the content of work with children is the formation of an understanding of the spatial relationships between objects.

For orientation in space, it is necessary to develop the child's ideas about real space. Practical orientation in it involves familiarizing children with the location of objects in space on the basis of their mutual placement.

Spatial relations allow the child to master certain parts of speech, many dialects.

Work on the vocabulary of a preschooler in spatial orientation is one of the important tasks that should be highlighted when working with preschool children. It is of particular importance when working with children of older preschool age. Future first-graders must master the semantic meaning of various spatial terms, use them in their speech.

T.A. Museyibova believes that the more accurately an adult determines the direction or location of an object with a word, the more successfully the child is oriented in space.

The form of speech (generalized and mediated) way of expressing our knowledge about space is necessary to equip children already in the period of preschool age. This must be done in unity with the perception of the object-spatial environment, improving the experience of children in spatial orientation.

Spatial representations are one of the complex forms of representations that form in children in the process of cognitive development; it is enough to note that, according to the studies of A.P. Voronova's conditioned reflexes to spatial signals are developed several times slower than other conditioned reflexes.

Psychological and pedagogical research by A.A. Lyublinskaya, O.V. Titova showed that, firstly, for the formation of the most elementary knowledge about space, it is necessary to accumulate a mass of specific ideas about objects and phenomena of the world surrounding the child. Consequently, sensory knowledge of space expands in proportion to life experience and the generalization of knowledge about the objects of the external world. The second prerequisite is the specialization of spatial relations between perceived objects as special signals, to which complex conditioned reflexes are developed (that is, the perception of space has a conditioned reflex nature).

Thus, considering the process of development of spatial representations in preschool children with normal psychophysical development, we can distinguish the following:

The process of forming spatial representations is a complex process that requires active directed intervention by an adult, who must create conditions for the most effective formation of spatial representations in a child;

This process depends on many factors: on the level of development and sensitivity of the analyzer systems of the child's body, on the saturation of the cognitive environment, on the surrounding linguistic environment, on the level of implementation of the leading activity for the child (subject, game), and also, as already noted, on professionalism. a teacher who uses the patterns of development of spatial representations in the process of education and training.

The level of formation of spatial representations at preschool age determines the further successful education of the child at school and development in general.

L.S. Vygotsky proposed a hypothesis about the localization of mental functions as structural units of brain activity. According to his ideas, each of the higher mental functions is associated with the work of not one brain center and not the entire brain as a homogeneous whole, but is the result of a systemic activity of the brain, in which various brain structures take a differentiated part. That is, the presence of underdevelopment of speech in a child implies a violation of other mental processes.

As we have already noted, in the second and third years of life in children with the norm, in connection with the appearance of individual mental operations with the verbal designation of space in the linguistic picture of the child, verbal designations of space are used for the first time, in this period, sensitive for the development of the child’s speech, speech formation is the basis of all mental development. It is during this period that children with general underdevelopment of speech begin to show a sharp lag in the formation of elementary spatial representations. Children find it difficult to orient themselves "on themselves", "on others", respectively, the formation of subsequent, more complex levels of spatial orientation is delayed.

In studies of children with general underdevelopment of speech, only diagnostics of the linguistic level of spatial representations are mainly presented due to the more explicit indication of the level of their formation through the child's speech. In this regard, children from the age of three years are accepted into special groups for children with general underdevelopment of speech, it is during this period, when children with normal development actively use speech, that it is possible to differentiate a general speech disorder and related problems in the development of cognitive activity. child.

T.B. Filicheva, G.V. Chirkina note the following signs of the lack of formation of the linguistic level of spatial representations of preschoolers with general underdevelopment of speech:

In children of the second level of speech development, ignorance of many words denoting parts of the body (torso, elbow, shoulders, neck, etc.) is revealed; limited possibilities of using the dictionary of signs are noted (they do not know the names of the color of the object, its shape, size, etc.); there are gross errors in the use of grammatical constructions: a mixture of case forms (“driving a car” instead of “driving a car”); children experience many difficulties when using prepositional constructions: often prepositions are omitted altogether, while nouns are used in their original form (“niga goes that” - “the book is on the table”); possible replacement of the preposition and violation of prepositional forms.

In children of the third speech level - ignorance of the names of many parts of objects; children poorly distinguish the shape of objects: they cannot find oval, square, triangular objects; errors in the use of prepositions are also characteristic: omission (“I give it with my aunt” - “I play with my sister”, “molasses climbs the tumpe” - “the handkerchief is in the bag”), replacement (“the cube is down and melted” - “the cube fell off the table”) .

In addition, studies show that in preschool children with OHP, visual perception lags behind the norm in its development and is characterized by insufficient formation of a holistic image of an object.

When orienting on external objects - for objects that do not have such pronounced spatial characteristics as the presence of opposite sides: front-back, top and bottom, lateral (right and left), the allocation of spatial characteristics in objects usually makes it difficult for children (for example, in some types of didactic toys: pyramids, turrets, cubes). Some toys depicting birds, animals do not correspond to the spatial pattern of the human body. This makes it difficult for a child to isolate it with direct perception or the need to depict them in drawings.

At the same time, V.A. Kalyagin cites the results of V.A. Kovshikov and Yu.A. Elkin, which indicate a sharp discrepancy between the ability to express spatial relationships in expressive speech and the ability to establish them in subject-practical activity in children with OHP. Incorrectly denoting many spatial relationships in the process of planning, children at the same time correctly create these relationships in object-practical activity. For example, when starting to complete the “cube by cube” task, the child may name the preposition incorrectly, but correctly establish the spatial relationships between objects. T.B. Filicheva in the program of educating and educating children with OHP emphasizes the importance of the systematic formation of verbal correct, exemplary designations of perceived spatial relationships (i.e., systematic verbal and auditory training for the correct use and perception of speech samples: right-left, above-under, before-behind, etc. . corresponding to a given spatial relationship of objects).

N.Ya. Semago and M.M. Semago for the study of the formation of spatial representations, understanding and use of prepositions and words denoting the spatial relative position of objects offer a methodology that contains the following elements:

Revealing children's knowledge of prepositions denoting the location of objects (realistic and abstract images) in space along the vertical axis). The correct possession of the child by prepositions and concepts is assessed: above, below, on, above, under, below, above, between.

The use and understanding of prepositions (words denoting the relative position of objects) in space along the horizontal axis is explored (here it means the child's ability to navigate in the horizontal plane, using the concepts closer, further, in front of, behind, in front of, behind from, excluding the right - left orientation).

Next, the child's possession of concepts is analyzed: left, right, left, right, left, right, etc. on the material of concrete and abstract images. These concepts should be normatively formed by the age of 7.

More complex concepts that characterize the spatial analysis of objects in a given direction on concrete and abstract images, such as: first, last, closest to, farthest from, penultimate, following, etc.

The child’s mastery of complex spatial and speech structures is assessed using tasks like: “Show me where: in front of the box there is a barrel, under the barrel there is a box, in the box there is a barrel”, etc. It is also used for children from 6 years of age.

The study of the possession of these prepositions and concepts is carried out in the logic of the formation of spatial representations and the possibility of analyzing the relative position of objects in ontogenesis.

Based on this and other methods, subsequent work is being built to overcome the lag in the formation of spatial representations in children with OHP. Such educational correctional programs include T.B. Filicheva, G.V. Chirkina and N.Ya Semago, M.M, Semago.

These programs are built taking into account the gradual formation of spatial representations (from the level of one's own body to the quasi-spatial level), are aimed at developing the child's cognitive activity in leading activities, verbalization, verbal designation of all the child's activities, increasing the passive and active vocabulary, developing motor activity and fine motor skills. hands, development and analysis of visual perception, etc.

Research data show that children with general underdevelopment of speech in the conditions of the earliest possible diagnosis, purposeful, specialized, taking into account the specifics of speech underdevelopment, systematic correctional work, master all levels of spatial orientation necessary for successful assimilation of the school curriculum in the future.

Conclusions for chapter 1

An analysis of the psychological and pedagogical literature allowed us to draw the following conclusions on the problem under consideration.

The development of children's speech is a complex and diverse process. Children do not immediately master the lexical and grammatical structure, inflections, word formation, sound pronunciation and syllabic structure. Some language groups are assimilated earlier, others much later. Therefore, at various stages in the development of children's speech, some elements of the language are already assimilated, while others are only partially acquired.

At present, preschool children with speech development disorders constitute the largest group of children with developmental disorders. The term "general underdevelopment of speech" (OHP) refers to various complex speech disorders in which children have impaired formation of all components of the speech system related to its sound and semantic side with normal hearing and intelligence. In children with general underdevelopment of speech, the pronunciation and discrimination of sounds by ear are more or less impaired, the system of morphemes is not fully mastered and, consequently, the skills of inflection and word formation are poorly acquired. Vocabulary lags behind the age norm, both in terms of quantitative and qualitative indicators; coherent speech is underdeveloped. The leading signs of general underdevelopment of speech are: late onset of speech, poor vocabulary, defects in pronunciation and phoneme formation.

These manifestations of general underdevelopment of speech indicate a systemic violation of all components of speech activity.

Recently, in the works of various researchers, the question of the mutual influence of the formation of spatial representations and speech of the child has been increasingly raised. Modern data of neuropsychological science speak of spatial representations as a basis on which the entire set of higher mental processes in a child is built - writing, reading, counting, etc. The lack of spatial representations is directly projected onto the perception and reproduction of the sequence of word elements. Therefore, the harmonious development of the child is impossible without the development of his ability to orient himself in space.