Abstract:
The article raises the issue of general speech underdevelopment in six-year-old children as a disorder of complex aetiology, which includes a combination of genetically determined insufficiency of certain brain systems with the consequences of organic damageto the central nervous system. This topic is of significant interest these days, because moderate general speech underdevelopment with a positive prognosis occurs in 15-25% of children and an average of 5% have severe disorders that interfere with adaptation. Children with such underdevelopment have difficulties in social development, quality of which directly depends on the level of development of the ability to build coherent statements that prevent formation of readiness for school. The article containsa description of the features of motivational and volitional readiness for school in children with general speech underdevelopment, methods of its evaluation and a review of experimental research. A psychological readiness for school from the point of formation of motives and their features, as well as the quality of self-regulation of children with general speech underdevelopment is characterized. Conditions for development of coherent speech in children of this category and the features of purposeful andconsistent correctional and pedagogical work are considered. Examples of correctional methods from the point of view of neuropsychology and substantiation of necessity of creation of pedagogical conditions for correction and development of speech in children with the general underdevelopment of speech are presented. For a long time, the issue of readiness of pre-schoolers for school has been of vital importance, which is due in part to the current large-scale socio-economic changes in society.
