PERSONAL AND SOCIAL IDENTITY OF CHILDREN WITH SPEECH DISORDERS OF SENIOR PRESCHOOL AND PRIMARY SCHOOL AGE

* translated into English with an online translation service, the original text can be found here

The article is devoted to the search for methodically justified ways to activate social and speech activities of children with speech disorders. An empirical study of the social and speech activity of children with speech disorders was conducted. The features of speech activity and social behavior are analyzed, the relationship between the manifestations of speech activity, the state of speech components and the features of various types of social behavior of children with speech disorders is studied. Differentiated methods and techniques of correctional and pedagogical influence are proposed, taking into account speech activity and features of social behavior of children with speech disorders.

Keywords: identity, social identity, personal identity, subject identity, speech activity, speech tools, social activity, types of social behavior, children with speech disorders, correctional and pedagogical process.

The relevance of the research topic is determined by the interest of scientists and practitioners in the process of socialization of children. Identity plays a crucial role in the formation of a child’s personality and socialization.

A person needs to fit into a certain environment, accept its goals and ways of life, so that on the basis of identification with a certain group or community to reveal their own identity and identity to themselves Identity means the identity of a person to himself, his authenticity, individuality. The experience of identity is a state of unstoppable interiorization of social experience, during which a person forms ideas about himself, on the basis of which he acts.

Social identity is the basis of conscious behavior of the individual in various social conditions the Formation of social identity originates in preschool age (G. M. Andreeva, E. p. Belinskaya, N. M. Lebedeva, V. N. Pavlenko, T. G. Stefanenko, L. B. Schneider). As a child grows up, the range of social relationships expands.

Personal identity-(self – identity, self-identity) – is the unity and continuity of life, goals, motives and life attitudes of a person who is aware of himself as a subject of activity.

Subject identity is a property of a person that means identity to oneself in activity, which is actively manifested in non-standard situations of being when making important decisions. It provides a successful integration of the individual into the living space, a sense of identity of their own life. Subject identity is an attitude to activity. Subject identity is experienced as a sense of personal involvement in the process and result of their activities, correlating with the meaning of life (being), integrating a particular degree of responsibility, duty, is realized by the individual as “this is my business”, “this is my duty”, “this is my task”, “this is my way (style, result, etc.). in this context, subject identity is an attitude to activity, so its structure can be considered as a system of interrelated components: informational, evaluative-emotional and behavioral.

The information component reflects verbal and non-verbal information about the quality of their activities, opportunities that a person receives from others and as a result of reflection both during spontaneous and organized interaction by comparing themselves with others and themselves, analyzing situations.

The evaluative-emotional component is based on the fact that information becomes personally significant as a result of experiencing a certain degree of success, uniqueness of their own activities, personal achievements and personal development.

The behavioral component is manifested in conscious activity (actions, actions) to implement their goals and meanings in accordance with existing norms and rules.

In children with speech disorders of primary school age at the initial stages of training, it is necessary to form a speech-communicative competence, which is based on these components: evaluative-emotional, informational, behavioral (which is also manifested in the adequacy of communication) [1]. Speech communication competence includes knowledge of ways of expressing thoughts through language in oral and written forms, the ability to use the language in various types of speech activity, to master the culture of speech, the rules of speech communication and different types of speech activity in accordance with the goals and objectives of communication.

The formation of subjective identity unfolds gradually from its simple, initial manifestations in the preschool period to more complex, integrated forms throughout life in accordance with the stages of development of the psyche as a whole.

The conditions for the formation of these initial forms of manifestation of subjective identity in children may be spontaneous (everyday circumstances when the child is left to himself), but mainly purposefully organized by adults – teachers of educational institutions or parents who have absolute authority for the child.

Methods of forming a subject identity are modeling of success situations by adults, competitive relationships, training in designing successful behavior and actions, and the simplest forms of analyzing their behavior (reflection) used in the organization of individual and group creative activities.

The results of the research allow us to formulate the following conclusions:

  1. there Is a certain relationship between the expansion of children’s social experience and identity differentiation, which gives grounds to talk about the development of identity differentiation with age.
  2. the Integrity of personal identity does not have such a direct relationship with age, but depends on the emotional state, the adequacy of self-esteem, and the absence of anxiety in children.
  3. in the older preschool age, children have more subjective identity criteria related to the assessment of their individual characteristics, and in the younger school age, children have more objective identity criteria related to social status or role [2]. The content of identity with age becomes more realistic and adequate to the forms that are set by the environment.
  4. younger students develop a temporary perspective of their personal identity in the future, and their self-image becomes more realistic.

List of references

  1. Zajceva L.A. Organizaciya i soderzhanie logopedicheskih zanyatij v uchrezhdeniyah obrazovaniya / L.A. Zajceva. – Mozyr’: OOO ID «Belyj veter», 2004.
  2. Haritonova E. A. Ovladenie kommunikativnymi umeniyami kak vazhnoe uslovie socializacii detej s narusheniyami rechi / E. A. Haritonova // XIV (61) regional’naya nauchno-prakticheskaya konferenciya prepodavatelej, nauchnyh sotrudnikov, aspirantov universiteta: sb. st. / Viteb. gos. un-t Vitebsk, 2009.  S. 197–201.