Empirical study of the effectiveness of speech development in preschool children through the complex of didactic games «Speak»

Abstract

The relevance of research on speech development in preschool-aged children stems from the fact that speech is the foundation for the development of thinking, communication, and socialization. During this period, fundamental skills necessary for successful learning, self-expression, and interaction with the outside world are established. Speech development directly impacts the intellectual, emotional, and personal development of preschoolers. In modern society, where demands on communicative and verbal skills are constantly increasing, the timely identification and support of speech difficulties in children is a particularly important task for teachers and parents. The importance of research on speech development in preschool-aged children lies in the fact that speech is the primary tool of communication. A child’s ability to clearly express their thoughts, listen, and understand others determines their ability to build relationships with peers and adults. Deficiencies in speech development can lead to communication difficulties, isolation, and a lack of self-confidence. The issue of speech development in modern preschoolers is particularly significant given the observed decline in speech culture. Despite the efforts of educational institutions, the rate of speech disorders remains consistently high among a significant portion of children. Insufficient language proficiency negatively impacts social interaction, leading to shyness, passivity, and slower overall cognitive development. The purpose of this study was to investigate speech development in preschool-aged children using the «Speak» educational game suite. The study was conducted in three stages. First, the participants’ initial knowledge level was determined. Then, the «Speak» educational program was implemented. The final stage was a final assessment, which allowed for an assessment of the dynamics of change. Analysis of the results demonstrated positive trends in speech development in young preschool-aged children. This article presents the results of a study of speech development in preschool-aged children. The experiment involved 18 children aged 3-4 years from the «Red Riding Hood» Municipal Preschool Educational Institution in Neryungri.