MODELING A SENSORIMOTOR DEVELOPMENTAL ENVIRONMENT FOR PRESCHOOL CHILDREN WITH ALALIA: A CORRECTIVE-PEDAGOGICAL APPROACH
Keywords:
Alalia, sensorimotor environment, preschool children, corrective pedagogy, speech initiation, rhythm, movement, kinesthetic stimulation, speech therapy.Abstract
This article examines the corrective-pedagogical foundations of modeling a sensorimotor developmental environment for preschool children with alalia. The study is conceptually aligned with the uploaded dissertation, which substantiates the corrective value of rhythmic exercises, kinesthetic stimulation, adaptive individual environment, and the integrative use of pedagogical means in speech rehabilitation. The dissertation shows that speech development can be improved through the optimization of movement and kinesthetic influence, the adaptation of visual-phonetic and acoustic-phonetic tasks to a physiological individual environment, and the staged use of rhythmical exercises for voice, breathing, and diction. In the uploaded logopedic source, alalia is described as a condition that requires a holistic, systematic, and long-term intervention directed at all speech functions and at the child’s personality as a whole. Based on these ideas, the article argues that a sensorimotor developmental environment for children with alalia should be organized as a purposeful pedagogical system combining movement, rhythm, visual support, tactile and kinesthetic stimulation, speech imitation, and communicative tasks. Such an environment creates conditions for the emergence of speech initiative, the activation of speech perception and production, and the transition from pre-verbal or minimally verbal behavior to functional communication.
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