The American Journal of Social Science and Education Innovations
58
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TYPE
Original Research
PAGE NO.
58-62
10.37547/tajssei/Volume07Issue05-07
OPEN ACCESS
SUBMITED
13 March 2025
ACCEPTED
09 April 2025
PUBLISHED
11 May 2025
VOLUME
Vol.07 Issue 05 2025
CITATION
S.N. Abdullayeva. (2025). Ways to develop oral speech, spatial and
temporal perceptions in children with alalia. The American Journal of
Social Science and Education Innovations, 7(05), 58
–
62.
https://doi.org/10.37547/tajssei/Volume07Issue05-07
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Ways to develop oral
speech, spatial and
temporal perceptions in
children with alalia
S.N. Abdullayeva
3rd year doctoral student, Tashkent State Pedagogical University,
Tashkent, Uzbekistan
Abstract:
This study revealed that spatial-temporal
representations are not stably formed in preschool
children with alalia. They do not develop without special
education, which complicates the process of formation
of language tools expressing spatial-temporal relations
and the possibility of using them in oral speech. This
situation determined the need to create a system of
speech therapy work to develop representations of
spatial-temporal relations in preschool children with
alalia. The results of the study made it possible to
develop two main areas of correctional work: the
formation of subjective sensations of space and spatial
representations in children with alalia; the formation of
subjective sensations of the passage of time and time
representations in schoolchildren with alalia.
Keywords:
Time, space, perception, imagination,
speech therapy system, correction, subject, attitude,
development, consciousness, principle, task, process.
Introduction:
It is advisable to start corrective work on
overcoming spatial-temporal disorders in children with
alalia, first of all, with the development of elementary
perception of individual properties of objects and the
full perception of these objects in space and time. After
that, it is necessary to proceed to the formation of ideas
about space and time, starting with the development of
understanding of the work, and then moving on to the
reflection of spatial and temporal relations in oral
speech.
Since the development of conscious time perception in
children occurs later and at a more complex stage than
the development of spatial perception [222], corrective
work on the development of spatial representations at
an elementary level in children with alalia occurs earlier
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than the development of time representations.
We will consider the main principles, goals, tasks and
main content of the corrective work we have outlined.
Correction of spatial representations in students.
The goal of work aimed at forming spatial relationships
is to develop students' spatial orientation as a unique
sensory-perceptual
ability,
in
which
spatial
representations are directly related to the child's
thinking, speech, and activity.One of the primary tasks
of correctional education is to enrich the child's
sensory and motor experience, the experience of
subject-practical activity, and on this basis to form
ideas about the scheme of his div in the surrounding
space. In the process of the child's practical mastery of
space, it is necessary to include the teaching of verbal
forms of spatial relations, spatial terms. In special
education, the genesis of the mastery of space by
children and the leading role of the motion analyzer in
this process should be taken into account from the
child's early and preschool age [44, 57, 92, 147, 169].
In the formation of the sensory basis of orientation in
space (spatial ideas), sensations and signals coming
from the musculoskeletal system and the skin play a
special role. Correctional work with children should
begin with the development of these sensations, which
serve as the basis for the formation of the lowest levels
of spatial ideas.
The school program for children with severe speech
disorders does not allocate time for the formation of
separate spatial representations in children, therefore,
the development of spatial relations is carried out as a
component of any individual and frontal correctional
training or by introducing certain methods into the
training.
It is advisable to carry out the work on the formation
of spatial representations in students in several stages:
Stage 1. Development of tactile and kinesthetic
sensations and somatognosis
Purpose: to enrich the sensory and motor experience
of children.
Task:
- to determine the location and name of various div
parts;
- to teach to repeat and independently create various
poses with the hand and poses involving the whole
div;
- to develop the skills of recognizing figures, letters and
numbers written on the back of the fingers or on the
palms;
- to develop the senses and skills of recognizing objects
with surfaces of different textures and shapes.
To develop children's sensory and motor experience,
exercises based on their direct interaction with three-
dimensional space can be used, in which they learn
about space using their bodies. In this type of work, we
have included some methodological developments
proposed by A.V. Semenovich [198, 199,200]. They
include showing and naming div parts, reproducing
and creating div positions (poses), and recognizing all
types of tactile sensations. Let's consider specific tasks
that children can perform.
-
Task 1. The child is asked to show his own div
parts first, then others.
-
Task 2. The adult (teacher) touches any part of
the child's div, then asks the child to show it to himself
with his eyes closed, then, opening his eyes, shows it to
the teacher and, of course, says its name.
-
Task 3. The teacher puts his hand on any part of
his div and asks the child to show this part of himself.
-
Task 4. The teacher repeats div positions, in
the creation of which the whole div participates,
including hand positions, after the teacher, the game
"Mirror".
-
Task 5. The child must independently come up
with his own div positions or depict various figures,
letters and numbers using his div.
-
Task 6. The teacher invites the student to
recognize the shape, letter, or number that the student
has written on his back, palms, and hands with his
finger. These should be written on the right and left
palms and on the backs of the hands. The child who
recognizes the shape should copy it onto a piece of
paper and/or name it.
-
Task 7. The teacher shows the child objects with
different surface textures (smooth, rough, ribbed, soft,
prickly), names them, and offers to touch them. Then
the child is asked to find an object with the same texture
without looking (by feeling it with his hand).
-
Task 8. Objects familiar to the child are placed
in a bag and he is asked to find what it is by feeling it. In
this case, the child should feel the object with both
hands at the same time and with one hand alternately.
-
It is necessary to achieve the reflection of the
child's impressions and sensations in oral speech. All
tasks are worked out in two plans: in actions that occur
in conjunction with the speech of an adult
(understanding is strengthened) and actions that the
child himself expresses in speech.
-
Stage 1. Formation of ideas about the “scheme
of his own div”.
-
Purpose: the implementation of the process of
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separating his organism from the environment in
children and the development of a conscious
perception of his own div.
-
Tasks:
-
-
formation of ideas about the “scheme of his
own div” in practice (the “scheme” of the face, limbs,
ventral and dorsal sides);
-
- training in the repeated or independent
performance of a series of actions.
The child’s mastery of the “scheme of his own div” is
better if it is based on various markers: they help the
child to be sure that there is a top and bottom (ceiling,
sky - floor, grass), front - back (buttons on a shirt -
hood), right and left sides (colored rags, a watch on one
hand, a bracelet with a rough surface). At first, the
formation of spatial directions is associated with the
movement of the whole div in a certain direction.
Later, the movement of the whole div is replaced by
showing the indicated direction with the hands, head
movements, and then only with the gaze. Work is also
carried out on the relative location of all div parts
(higher - lower, front - back, right - left). It is especially
difficult for the child to understand the location of the
right and left sides of the div. Therefore, it is
necessary to first do exercises on the location of div
parts relative to the right and left hands. It is important
that the child learns to perform quick and precise
movements with different parts of the div on verbal
instructions (“raise the left sail up”, “close the left eye
with the right hand”). Some of the methods proposed
by I.N. Sadovnikova and L.A. Pepik [181,190] can be
used. For example, imitation games:
Task 1. Geese stretch their necks, turn their heads to
the right and left, look behind them - is there a fox
lurking?
Task 2. A fly landed on the bear's back, he turned
around, tried to reach the fly first from his right
shoulder, then from his left shoulder, finally the fly flew
away, and the bear remained with his back to the
ground.
Task 3. Buratino patted his left knee, stroked it, then
held his knee with his hand and walked slowly.
After the child has formed the ability to correctly
understand the location of div parts right-left, top-
bottom, front-back, the use of these words in
children's oral speech is strengthened.
Task 1. The speech therapist stands with his back to the
children and makes movements with his hands, raises
his left hand up, stretches his right hand to the right,
puts his right hand behind his head, puts his left hand
on top of his head, holds his left shoulder with his left
hand. Children repeat the movements of an adult (one
movement at a time) and explain their movements.
Task 2. The child thinks up and shows the correct
movement on his own, while he explains his movements
orally.
In boarding schools, it is advisable to consolidate the
knowledge gained with a speech therapist during
organizational moments and during communication
with the educator during the game.
Stage II. Development of orientation in the surrounding
space.
Purpose: to educate a conscious perception of one's
own position in space and the characteristics of the
surrounding space.
Tasks:
- strengthen the ability to use one's own div as a
standard (sample) in studying the surrounding space;
- teach to place objects relative to one's own div;
- acquaint children with the scheme of the human div
standing in front of them;
- form the skills of placing objects relative to each other
in the surrounding space.
Mastering the external space begins with the child
realizing that he is in front of this space, behind it, above
it, below it, to the right, to the left. After students have
developed the ability to orient themselves in space
(orientation), they move on to the orientation of other
objects in relation to each other, and themselves in
relation to other objects. This involves teaching the child
to understand the connection in the mutual
arrangement of surrounding objects, as well as to
change it according to verbal instructions. It is important
to teach children to correctly perceive the
characteristics of the person standing in front of them in
space, which causes considerable difficulties for
children with alalia. It is necessary to consolidate the
idea that the person standing in front of them is the
opposite: right is my left, and left is my right. As a result,
students learn to put themselves in the place of another
imaginary person, to see things through his eyes, and
most importantly, to name these things correctly.
The form of work can be both group and individual. In
the form of individual work, various cards and
homework are used. It is important that students
constantly verbalize their sensations and directions of
movement. After a speech accompanied by movement,
students learn to express a planned thought: what am I
doing now? Then they comment on the directions of
movement of other children, and later they tell a story
about spatial relationships without directly seeing the
objects (about the location of the furniture in their
room; about the location of the rooms in their
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apartment; about how to get to the principal's office).
Task 1. The child places geometric shapes relative to
the sides of his div: a circle in front of him, a square
behind (on his back), a triangle to his left, a rectangle
to his right. Then the student tells where what is
standing.
Task 2. Now the child places the same shapes relative
to the div parts of another person and tells what is
where.
Task 3. Two students stand opposite each other. One
child comes up with actions and asks the student
opposite to repeat them, while he carefully watches to
see if he repeats them correctly. For example, “raise
your left han
d up”, etc. Then the children change.
Task 4. Two students stand opposite each other. One
of them performs an action, and the other explains it
using oral speech. For example: “You just touched your
right ear with your left hand”. Then the children
change.
Stage III
Goal: to form the perception, reproduction and
independent reflection of the spatial characteristics of
objects on a plane.
Task: to teach children to:
- orient themselves on a blank sheet of paper;
- master the location of objects on a plane on a sheet
of paper (top, bottom, right, left, upper right corner,
etc.);
- place objects on a plane relative to each other on a
sheet of paper;
- recognize drawn shapes;
- distinguish elements of shapes on a plane;
- to copy simple shapes, to analyze a series of shapes
arranged in vertical and horizontal rows, to follow
them correctly with the eye from top to bottom and
from left to right, to copy a series of shapes
- to analyze complex shapes in space consisting of
several other shapes and to copy them using the
correct copying strategy
- to find orientation (to aim) on a sheet of paper turned
180°, to mentally rotate the sheet of paper 180°.
Orientation in two-dimensional space begins with
familiarization with a blank sheet of paper and
mastering its sides and angles. Then the child places
various objects in the lower left and upper right
corners and determines which corners are left unfilled.
The understanding and verbalization of the location of
objects, letters and numbers on a flat surface relative
to each other on a sheet of paper is formed.
The following tasks can be offered:
Task 1. On a display canvas with cutouts for pictures, the
corresponding pictures are placed on the left and right
sides of the arch according to the instructions.
Task 2. Sitting at a table, its right and left edges are
determined.
Task 3. First, a circle is placed, then a square is placed on
its right side, and a triangle is placed on its left side.
Task 4. A dot is placed, a cross is placed to the right of
the dot, a circle is placed above the dot, a square is
placed below the dot, a triangle is placed on the right
side of the square, and a V-shaped sign is placed on the
cross.
Task 5. According to the verbal explanation, a chip is
moved (to the right) along the board divided into cells,
then it is said where the chip stopped. Moves: 2 left, 2
down, 1 right, 2 up, 1 left, 1 down.
Task 6. Letters are written to the right or left of the
vertical line.
Then the tasks are complicated, that is, the sheet of
paper is turned 180° and the child must now say where
the right and left sides are.
Task 7. The child must determine the right and left
sleeves of the blouse when he is a) standing with his
back up, b) with his back down (pockets of jeans are
determined in the same way).
It is advisable to use tasks aimed at recognizing drawn
geometric shapes by comparing two given samples.
Analysis of shapes, aimed at developing the skill of
finding identical and non-identical elements of shapes in
space, helps to direct the child's attention to the
conscious perception of the relationships of objects in
space. From tasks aimed at recognizing spatial
relationships, the child moves on to tasks that require
the reproduction of given shapes according to a model,
which is carried out first using the drawing (copying)
method, and then using the active construction of given
shapes from given elements (sticks, cubes).
It is also necessary to develop the skill of isolating one
of the links from a chain of objects, images, graphic
symbols of the same type. First, the child masters the
direction (orientation) in the linear sequence of a given
object row. Then, using the example of the first decimal
numbers, tasks are given to determine the sequence of
a number row:
Task 1. Name the first number from the left; name the
first number from the right. Which of them is larger? In
which direction are the numbers in the row increasing?
(From left to right).
Task 2. Show the number 4. What number is to the left
of the number 4? Is it greater than 4 or less? Name the
right neighbor of the number 4, and compare it in size
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(numbers increase to the right).Analysis of a series of
shapes arranged in vertical and horizontal rows, their
correct tracking by the eye from top to bottom and
from left to right, as well as the subsequent
development of joint movements of the eyes and
hands can be carried out using existing manuals for the
development of visual-motor coordination. Children
can be offered tasks on copying from a series of
shapes, observing the correct direction and copying
procedure. At the first stage, the copy is copied using a
tracing paper, and only then can you move on to
conventional copying [198]. The next step is copying
from complex spatial shapes. They are first analyzed
together with the child, divided into parts, and the
correct sequence of drawing them is discussed.
Stage IV. Development of understanding and use of
lexical-grammatical constructions expressing spatial
relationships.
Purpose: to form quasi-spatial representations.
Tasks:
- to teach children to understand words and
constructions that reflect the spatial characteristics of
the surrounding world;
- to form skills in the independent use of words and
constructions that express spatial relationships in oral
speech.
Correctional work begins with clarifying the meaning
of suffixes, endings, affixes, and conjugations, and then
work is carried out on the use of affixes and
conjugations by children. First, the child performs
various actions and manipulations with objects
according to the instructions of the teacher. Then the
student clearly pronounces all the suffixes and
conjugations mentioned and explains his actions.
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