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SPEECH DISORDERS IN PRESCHOOL CHILDREN AND RELATED METHODS AND
CORRECTIONS IN THE ERA OF MODERN TECHNOLOGICAL DEVELOPMENT
Umida Bakhtiyorovna Makhmudova
student of Uzbekistan National Pedagogical
University named after Nizami Scientific
Supervisor:
Mehriyo Shavkatovna Tukhtayeva
Lecturer at the Department of Uzbek Language and its Teaching Methodology,
Uzbekistan National Pedagogical University named after Nizami
Abstract:
This article examines speech disorders observed in preschool children within the
context of modern technological development, analyzing their main causes and possible
correction strategies. Against the backdrop of increasing digitalization, a decline in children's
social activity and verbal communication skills has led to a rise in phonetic, lexical-grammatical,
and psychological speech disorders. The study explores the classification of speech disorders,
contemporary pedagogical and speech therapy methods, as well as individual and group-based
correctional approaches. The article emphasizes the significance of cooperation between parents,
educators, and speech therapists in fostering children’s speech development. It is argued that
early diagnosis and a systematic approach can effectively reduce the negative impact of speech
disorders.
Key words:
Preschool age, speech disorders, technological environment, logopaedics, phonetic
development, verbal communication, pedagogical methods, correctional approach, early
diagnosis, child psychology.
In today's rapidly advancing digital age, children are introduced to digital technologies at a very
early stage of life. The widespread use of smartphones, tablets, televisions, and other electronic
devices has a significant impact on children's cognitive development, social skills, and, notably,
speech development. Unfortunately, this influence is not always positive.
The preschool period, which encompasses ages 3 to 7, is a critical stage in a child's overall
cognitive and psychological development, as it lays the foundation for their perception of and
relationship with the surrounding world. The formation of internal mental processes and self-
regulation during this period is accompanied by the emergence of various neoplasms in the
child’s psyche and consciousness.
Preschool age is considered the most active period for the development of speech, thinking,
auditory perception, attention, and emotional regulation. From an ontogenetic perspective, it is a
continuation of early childhood, characterized by heightened sensitivity to developmental
influences. It is during this period that children internalize social relationships through
interaction with adults, play with peers, and engagement in real-life communication.
Consequently, speech disorders emerging at this stage can adversely affect a child’s future
learning ability, communication skills, and social integration.
The developmental stage from ages 3 to 7 is one of the most crucial in a child’s life, as it is
during this time that the foundation of personality is established, including psychological traits,
memory, thinking processes, and even self-esteem. For this reason, it is essential that parents
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understand the developmental processes occurring during this period and actively support their
child's full potential.
According to recent statistical data, the prevalence of speech disorders among children aged 3 to
7 is on the rise. These include delayed speech development (DSD), dyslalia, alalia, and
logoneurosis, among others. The early identification and correction of these conditions through
modern methodologies, individualized approaches, and educational technologies are of critical
importance.
The development of healthy speech in preschool children occurs in several stages. Renowned
psychologist and pedagogue A.N. Leontiev classified speech development into four major
periods:
Preparatory Stage – up to 1 year;
Pre-preschool Stage – up to 3 years;
Preschool Stage – up to 7 years;
School Age[1]
The preschool period (ages 3–6) is particularly significant. At this stage, children initially master
phonemes that are easy to articulate, such as bilabial and labio-dental consonants (e.g., /p/, /b/,
/m/, /f/, /v/). However, they often experience difficulties with more complex sounds, including
sibilants, affricates (e.g., /s/, /z/, /ʃ/, /ʒ/, /ʧ/), sonorants (/r/, /l/), and dorsal sounds (/k/, /g/). As a
result, children may mispronounce or omit these sounds in their speech[2]
Between the ages of 3 and 7, auditory perception gradually improves, enabling children to
monitor and correct their own speech. This development fosters the formation of phonemic
awareness, which is vital for accurate pronunciation and the ability to distinguish between
similar sounds[3]
During this period, children also experience significant vocabulary expansion. By the age of 4 to
6, an average child’s active vocabulary may reach 3,000–4,000 words. As vocabulary increases,
grammatical structures also develop. By age 4, children begin using both simple and complex
sentences in speech. By age 5, they are typically able to construct compound sentences with
fluency. Five-year-old children can retell stories and fairy tales without prompting,
demonstrating narrative skills and logical sequencing[4]
At this stage, phonemic perception matures significantly. Children start to differentiate between
vowels and consonants, followed by more complex distinctions such as sonorants, noisy
consonants, and affricates. By the age of 4, a typically developing child should be capable of
distinguishing all phonemes, indicating fully developed phonemic awareness. By this time,
correct articulation of speech sounds should be established, enabling the child to speak clearly
and accurately.
Causes and Types of Speech Disorders in Preschool Children
Speech development plays a critical role in a person’s social, biological, psychological, and
cultural growth. The preschool period is considered the most active phase of this development.
Speech disorders that emerge during this time are often caused by a combination of complex
factors. These causes can be classified into several major groups:
1. Technological Factors:
These include excessive use of screens and gadgets, which are becoming a part of children's lives
at an increasingly early age. Such habits lead to:
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Replacing real-life conversations with screen interactions;
Hindering the development of thinking skills and vocabulary.
2. Biological Factors:
These often stem from complications during pregnancy or childbirth:
If the mother suffers from viral infections or extreme stress during the first trimester;
Birth complications such as hypoxia (lack of oxygen) or asphyxia (suffocation), which may
affect brain areas responsible for speech;
Genetic or hereditary factors, including conditions like alalia, autism spectrum disorders, and
Down syndrome;
Hearing impairments (congenital or acquired), which affect a child's ability to hear and therefore
reproduce speech sounds correctly. Undiagnosed hearing issues may require long-term speech
therapy.
3. Psychological and Pedagogical Factors:
Lack of parental attention and communication;
Limited verbal interaction, absence of emotional support, and failure to engage with the child's
interests or questions;
A negative upbringing environment and weak pedagogical supervision and support.
These causes are interconnected and multifaceted. Early identification and individualized
intervention are crucial for effective speech development. Parents, educators, and specialists
must understand these factors thoroughly.
Types of Speech Disorders in Preschool Children
Speech disorders in preschool-aged children are classified based on different criteria:
A. Based on Speech Development Stage:
Delayed speech development;
General underdevelopment of speech.
B. Based on Sound Pronunciation:
Several speech disorders fall under this category:
Dyslalia – incorrect pronunciation of sounds despite normal speech organs. Causes include
incorrect articulation habits or improper mouth-tongue coordination. Subtypes include:
-
Sigmatism: Incorrect pronunciation of S, Z, SH, CH sounds;
-
Rhotacism: Difficulty or inability to pronounce the R sound;
-
Lambdacism: Incorrect pronunciation of the L sound.
Dysarthria – results from brain motor center damage, leading to impaired movement of speech
organs. Causes may include perinatal encephalopathy or central nervous system injuries.
Symptoms:
Unclear and slow speech;
-
Limited movement of mouth, tongue, and lips.
-
Rhinolalia – nasal speech due to airflow disorders:
Open Rhinolalia: Sounds come out through the nose (e.g., saying “n” instead of “m”);
Closed Rhinolalia: Nasal sounds are absent, and oral sounds are distorted.
C. Other Speech Disorders:
Logoneurosis (Stuttering), Mutism, and Selective Mutism.
D. Based on Semantic and Grammatical Aspects:
Disorders such as Alalia, Aphasia, and Lexical-Grammatical Deficiencies.
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Speech Delay (SPD):
Children use fewer words than expected for their age and struggle to form complex sentences.
Educational Approaches to Speech Development
According to the “First Step” National Curriculum, developing communication competence is a
key goal in preschool education for 6–7-year-old children. Communication competence,
alongside cognitive and social competencies, is prioritized to prepare children for school.
Key Goals in Developing Speech Skills:
-
Improving Language Skills – teaching new words, correct pronunciation, and expressive
speech.
-
Enhancing Communication Abilities – encouraging children to express themselves, ask
questions, and participate in dialogue.
-
Developing Listening and Comprehension – using stories, songs, and fairy tales to
improve auditory skills.
-
Stimulating Creative Thinking – through activities like storytelling, drawing, and
imaginative play.
In today's world, speech development remains a pressing issue. Teachers should motivate
children to be verbally active and prioritize the use of effective, modern educational technologies.
The choice of technology depends on the child's age, the teacher's goals, and the teaching context.
Innovative methods that foster creativity, non-standard thinking, and curiosity are especially
beneficial. Games, songs, storytelling, and interactive activities are essential tools in speech
development. Parents and educators must maintain constant communication with children, listen
actively, and encourage them to express their thoughts. Individual approaches are vital, as every
child develops at their own pace and in their own style. Some children learn better visually,
while others prefer auditory or kinesthetic methods.
In summary, creating a supportive environment, fostering interaction, and using tailored
strategies are essential for effective speech development in preschool children.
Many researchers believe that children who play outside are smarter, happier, more attentive,
and less anxious than those who spend most of their time indoors.
So, why is spending time in nature beneficial for children's development?
- Self-confidence and Creativity
Children’s play in nature is often more free and unstructured than indoor play. The natural
environment offers countless ways to interact with the world, which helps develop imagination,
independent decision-making, and the ability to come up with new ideas.
- Development of Creative Imagination
Unstructured play allows children to engage consciously with their surroundings, boosting
their creative thinking and problem-solving skills.
- Is "Nature Deficit Disorder" a Real Problem?
Today, when technology dominates almost every aspect of our lives, many parents give
smartphones to their children at a very early age. As a result, nature is no longer a regular part of
life, but rather a luxury that has to be planned days in advance. Even spending time in nature on
weekends depends on luck.
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