ТHEORETICAL AND PRACTICAL ASPECTS FORMATION OF PRE-COMMUNICATIVE AND BASIC COMMUNICATIVE SKILLS AND ABILITIES IN CHILDREN OF EARLY AGE WITH DEVELOPMENTAL COMPLICATIONS
DOI:
https://doi.org/10.31392/UDU-nc.series19.2025.48.33Keywords:
communication, pre-communicative skills, basic communicative abilities and skills, young children, developmental complications, neuropsychiatric dysontogenesis, correctional and developmental supportAbstract
This article highlights the critical importance of forming precommunicative and fundamental communicative abilities and skills in early childhood children with developmental complications. It argues that these abilities constitute a foundational stage for effective intervention aimed at preventive correction, compensation, and the avoidance of secondary developmental disorders. Through a comprehensive theoretical analysis of current research in special pedagogy, special psychology, and logopsychology, the study reveals significant gaps in the conceptual and categorical frameworks of modern special education. Specifically, these frameworks insufficiently address the dysontogenetic characteristics of neuropsychic development in children from birth to three years old. The research underscores that developmental deficits in this age group may evolve into more complex impairments if not addressed early.
By considering the typical patterns of mental development in early childhood and contrasting them with the unique features of speech dysontogenesis observed in children with developmental complications, the article proposes a new, integrative model and methodology. This approach is designed to foster precommunicative and basic communicative abilities in children during this critical early stage. The proposed model is grounded in an understanding of both normotypical development and atypical neuropsychological trajectories, providing a nuanced and practical framework for specialists working with this vulnerable population. Ultimately, the findings and methodology presented in this study offer significant contributions to enhancing early intervention strategies and improving long-term developmental outcomes for children facing neurodevelopmental challenges.
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