European International Journal of Pedagogics
167
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
167-170
DOI
3
OPEN ACCESS
SUBMITED
28 February 2025
ACCEPTED
29 March 2025
PUBLISHED
30 April 2025
VOLUME
Vol.05 Issue04 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The Use of Didactic Games
in The Development of
The Personality of Children
with Severe Speech
Impairment
Khudoyarova Mavluda Sayfulla qizi
Tashkent International University of Chemistry, Master's student in
speech therapy, Uzbekistan
Abstract:
This article analyzes the role and influence of
didactic games on the formation of the personality of
children with severe speech impairment, their social
and psychological development. The importance of
game activity in the development of the child, the
mechanisms of organizing game activity are also
discussed. Through didactic games, the development of
such important aspects as socialization, communication
culture, self-confidence and interest in activity in
children is revealed.
Keywords:
Severe speech impairment, personality
development,
didactic
game,
communication,
psychological adaptation.
Introduction:
Speech disorders are understood as
deviations from language norms of a speaker due to the
weakening of the psychophysiological mechanisms that
are accepted in a given language environment and
through which speech activity normally functions. From
the point of view of communicative theory, speech
disorders are a violation of the cognitive process, the
means of communication. Therefore, the duty and task
of any cultural society is to provide timely qualified
assistance to members of society with speech disorders.
Among the growing youth, there are children with
speech disorders, and a number of positive changes are
also taking place in terms of their involvement in quality
education. Today, due to the great importance of the
preschool period in ensuring the active participation of
children with various speech disorders in various social,
economic and cultural relations of society, their
prosperous life, and their effective social adaptation to
European International Journal of Pedagogics
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European International Journal of Pedagogics
various life situations, the issue of reforming preschool
special education is one of the urgent tasks facing the
system of special pedagogy and public education. The
content and forms of the special and inclusive
education system are being improved, ensuring the
involvement and active participation of children with
disabilities in the everyday life of society.
METHODS
The Decrees of the President of the Republic of
Uzbekistan No. PF-
5270 dated December 1, 2017 “On
measures to radically improve the system of state
support for persons with disabilities”, No. PF
-5712
dated April 29, 2019 “On app
roval of the Concept for
the development of the public education system of the
Republic of Uzbekistan until 2030” and other
regulatory and legal documents stipulate the
implementation of adapted types of educational
services for the most vulnerable segments of the
population, a system based on differential approaches.
[1]
Play is the leading activity of children of preschool and
primary school age, and is of great importance in their
lives. This is due to the multifaceted impact of play on
the mental development of the child. In the game,
especially through didactic games, children acquire
new knowledge, concepts, skills and competencies.
Through the game, a person acquires the rules of
communication. It allows the formation of moral and
volitional qualities in a child. When we talk about a
normally developing child, all this is natural, inherent
in childhood and does not require any educational
influences.
The game has a positive effect on all mental processes
and the formation of the personality when special
conditions are created for the child's development and
when it is included in the process of systematically
implemented correctional and educational work. The
didactic game, organized on the basis of the principles
of preschool pedagogy, allows for the correction of
defects in children with developmental problems from
an early age, especially speech defects, and their
preparation for school.
When properly organized, the game and didactic
games solve the tasks of the mental, moral, physical
and aesthetic development of each child from an early
age. In play, a child's personality is formed at the
earliest stages of development, and qualities necessary
for academic activities, work, and communication with
people are developed.
Special attention is paid to social protection of the
most vulnerable segments of the population,
strengthening state support for persons with
disabilities. [2] As a result, the opportunity to diagnose
children with disabilities from the early stages, involve
them in appropriate education based on the results of
the diagnosis, ensure their quality education, and solve
the issue of the necessary infrastructure and personnel
for timely and targeted implementation of a
comprehensive impact aimed at ensuring their
adaptation to social life has expanded. In order to
substantiate the possibilities of equipping children with
disabilities, like healthy children, with the necessary
knowledge, skills and qualifications for socialization, as
well as elementary competencies, during the
pedagogical process organized in a preschool
educational organization, and to improve the methods
of studying them from a medical and pedagogical
perspective, this textbook is one of the most important
literature of our time. The main idea underlying all areas
is humanism, which aims to form personal qualities such
as understanding the unity of nature and man,
abandoning authoritarian and false ways of thinking,
being patient, content, respecting the opinions of
others, and embracing national and cultural and
universal human values. [3]
V. Stern expresses his opinion about the game: “Free,
single-purpose activity - if we want to characterize the
state of consciousness in the process of the game, then
the game can be described as such. This is a single-
purpose activity, that is, it is satisfied with itself and is
not directed towards goals that are not its own - "work".
In the mind of the player, the goal of the game is
achieved by the end of the game, complete success. This
idea can be correct only if the game is considered in
detail by the mind. On the contrary, if the game is
considered "as a vital task, despite the images formed in
one's own mind", then the game is determined to have
the following goals, that is, these are goals that go
beyond the boundaries of the game: goals such as the
independent formation of unconscious exercises of
developing abilities and emerging serious functions. [5]
Let us consider K. Koffka's ideas about play. For him,
play is very important in the manifestation of the child's
world (a world that is unique in comparison with the
adult world and incomprehensible from the perspective
of the adult world). Play activity belongs to a separate
system of upbringing, which exists among other
systems. The child's system of consciousness
corresponds to the systems of upbringing, which are
independent of each other, only dynamically related.
Koffka analyzes play as a manifestation of the child's
world, which has its own unique qualities. It is wrong to
consider it from the point of view of the laws of
mastering the adult world, preparing for adult life, etc.
Freud explains the nature of children's play, in which he
looks primarily from an economic point of view, that is,
he considers the desire to receive pleasure as the basis.
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European International Journal of Pedagogics
Z. Freud wrote: “Children repr
oduce in play the
impressions that have remained with them throughout
their lives, they are strongly influenced by the power
of these impressions, in other words, they completely
dominate the situation. We know that, on the other
hand, the whole game is carried out under their desire,
this desire is that they grow up faster and all their
actions are like those of adults.” [7]
It can be said with confidence that pedagogical
technology is the main source of innovation in the
educational process. Speech therapy is necessary to
eliminate speech disorders.
RESULTS
The main goal of speech therapy is the correct
formation of speech sounds. [4] In order to correctly
restore speech sounds, a child must know the
following: know the sounds of speech and not confuse
them in perception. Be able to distinguish one sound
from another by acoustic signs; be able to distinguish a
normally pronounced sound from an incorrectly
pronounced sound; be able to hear and control the
sound he pronounces and assess its quality; be able to
perform articulatory positions that create a normal
effect, an acoustic effect of the sound; use sounds
appropriately in all types of speech. The conditions for
successful speech therapy create good conditions for
eliminating speech defects: emotional contact of the
speech therapist with the child; organizing classes in an
interesting way and conducting them in a work system
that does not allow fatigue play a key role. Among the
growing youth, there are children with speech defects,
and a number of positive changes are also taking place
in terms of their involvement in quality education.
Russian scientists have comprehensively studied the
problem of speech defects: psychological and
pedagogical aspects were studied by R.E.Levina,
psychological and linguistic aspects by V.K.Orfinskaya,
Y.F.Sobotovich,
V.A.Kovshikov,
medical
and
pedagogical
aspects
by
S.S.Lyapidevsky,
Y.M.Mastyukova. In the process of development of the
personality of a child with speech defects, the
development of vocabulary, perception of the
meaning and content of words, the formation of the
lexical aspect of speech are of great importance in the
development of the child's cognitive process. Because
the word is not only a means of communication and
interpersonal relations, but also the basis of the
development of personality, thinking.[5]
The modern education system is aimed at supporting
the individual development of each child. In particular,
the importance of didactic methods, including game
technologies, is invaluable when working with children
with severe speech impairments (SSI). Speech
problems in such children negatively affect not only
communication through language, but also personal
development. Therefore, didactic games are an
effective tool for adapting them to social life, teaching
them to express their thoughts, and increasing their
self-confidence.
Severe speech impairments are profound speech
disorders that prevent a child from naturally acquiring
language. This is manifested in speech disorders such as
alalia, dysarthria, aphasia, and rhinolalia.
Such children often have difficulty expressing
themselves, withdraw, and cannot actively participate
in the community. This negatively affects their personal
development - self-esteem, emotional stability,
independence, and social adaptation.
Didactic games are educationally oriented game
activities that encourage children to actively learn,
communicate, and think creatively. Play activities for
children with special needs are considered one of the
main tools, because through play, the child not only
learns, but also expresses himself, builds relationships
with peers, and learns to manage his emotions.
The main advantages of didactic games:
Increases speech activity. Children are encouraged to
speak through movement and role-playing.
Enhances socialization. Group games teach the child to
understand his place in the team and to listen to others.
Develops
self-confidence.
Repeated
successful
participation strengthens the child's self-confidence.
Improves emotional state. The game process brings joy
to the child, reduces stress.
Helps consolidate knowledge through didactic
materials.
The following didactic games can be effective in working
with children with severe speech impairments:
“Find a word and say it”
- The child selects the
appropriate word based on the picture and says it.
(activates speech)
“Who spoke?”
- The voices of various animals or people
are heard, the child recognizes the sound and says its
name. (develops attention and phonemic hearing)
“How did it happen?”
- Composes a story from a
sequence of pictures and tells a story. (develops
thinking and logical connections)
CONCLUSION
Didactic games are a powerful tool for speech,
emotional and personal development in children with
severe speech impairments. They help the child not only
learn through play, but also reveal his personality and
potential. A child who expresses himself through play
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European International Journal of Pedagogics
can find his place in the social environment. Therefore,
every speech therapist, special educator and parent
should actively use the opportunities of didactic
games.
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