Keywords
computer didactic games
preschool children
generalized underdevelopment of speech
competence
development
intervention
therapy
How to Cite
Abstract
The article highlights the peculiarities of speech therapy assistance to children of middle preschool age using computer didactic games. All the children who were assisted had generalized underdevelopment of speech (GUS). These children have difficulty understanding and using language, including building sentences, pronouncing sounds, and enriching vocabulary. To increase the effectiveness of pedagogical work, a targeted logotherapeutic program using a computer was introduced into the education process of preschool education institutions. The key criteria were identified, according to which the directions of speech therapy assistance were formed and computer exercises and games for such children were developed accordingly. Didactic material aimed at the development and therapy of speech disorders is posted on the education platforms LearningApps and Wordwall. Methodological rules for speech therapists and other pedagogical staff on organizing and providing assistance to preschoolers have been developed and mastered. Examples of didactic exercises and games are provided for each area of speech therapy practice (articulatory motor skills, sound pronunciation, phonemic awareness, vocabulary, grammatical structure of speech, and connected speech). The development of computer materials was carried out taking into account the individual and age characteristics of children of middle preschool age. To test the effectiveness of the logotherapeutic program, the implementation of its content using computer didactic games, a pedagogical experiment was conducted on the basis of preschool education institutions in Zhytomyr. The formative stage in the experimental group was conducted for 6 months. Diagnostics of the level of these competencies in middle-aged children with speech development disorders before and after the implementation of the logotherapeutic program convincingly demonstrates the effectiveness of this approach in speech therapy. Speech therapists should make more active use of the potential of computer didactic games both in preschool education institutions and at home.
References
[1] Consolidated report on general secondary education institutions at the beginning of the 2021-2022 academic year. Approved by Order of the Ministry of Education and Science of Ukraine on July 30, 2021. №868 (in Ukrainian)
[2] World Day of People with Speech Disorders. [Online]. Available: https://stud.irc.org.ua/news/09-45-11-22-10-2021/ (in Ukrainian)
[3] O. V. Lastochkina, “Information and communication technologies in the work of a speech therapist as an effective means of developing the personal potential of children with speech development disorders.” Health pedagogy as the basis for the development of personal potential: Monograph. Dnipro: Lira, 2020, pp. 169-215. (in Ukrainian)
[4] O. V. Korol, “Speech therapy support for families using information and communication technologies.” Current issues in special education (pedagogical sciences): collection of scientific papers, 2019. № 13, pp. 93-100. [Online]. Available: https://aqce.com.ua/vipusk-13/ (in Ukrainian)
[5] O. V. Vasylchenko, The use of information and communication technologies in the development of speech competence in preschool children with general speech underdevelopment: abstract of thesis ... Candidate of Pedagogical Sciences: 13.00.03 / M.P. Dragomanov National Pedagogical University. Kyiv, 2018. 20 p. (in Ukrainian)
[6] O. O. Churai, “The use of information and communication technologies in working with preschoolers with general speech underdevelopment.” Tavriya Education Bulletin. 2015. № 3, pp. 132–136. [Online]. Available: http://nbuv.gov.ua/UJRN/Tvo_2015_3_25 (in Ukrainian)
[7] H. M. Mytsyk, “The use of digital games in the prevention of reading disorders in older preschool children,” ITLT. Is. 87, No. 1, pp. 68–80, 2022. https://doi.org/10.33407/itlt.v87i1.4638. (in Ukrainian)
[8] H. Mytsyk & A. Babichenko, “The use of gamification in the prevention of dyslexia of children in preschool age”, ITLT, vol. 99, no. 1, pp. 16–27, Feb. 2024, doi: 10.33407/itlt.v99i1.5284. (in English)
[9] A. Bober, Y. Kosenko & O. Korol, “Development of an interactive website with didactic games to enhance vocabulary in young students with intellectual disabilities”, ITLT, vol. 102, no. 4, pp. 39–50, Sep. 2024, doi: 10.33407/itlt.v102i4.5711. (in English)
[10] N. Hasan & M.J. Nene, “ICT-Based Learning Solutions for Children with ASD: A Requirement Engineering Study”, International Journal of Special Education, 37(1), pp. 112-126 doi: https://doi.org/10.52291/ijse.2022.37.31. (in English)
[11] J. Musaraj & B. Muskaj, B., “Technology as a learning tool. Access of autistic children to e-learning”, International Journal of Special Education, 37(2), pp. 129-139. doi: https://doi.org/10.52291/ijse.2022.37.46. (in English)
[12] A. Panagopoulos & G. Stamoulis, “Computer-based screening test of Dyslexic High School Students in Greece”, International Journal of Special Education, 37(1), pp. 127-139 https://doi.org/10.52291/ijse.2022.37.32. (in English)
[13] I. Rujas, M. Casla, E. Murillo & M. Lázaro, “Assessing vocabulary acquisition using a fast-mapping task in an Android application: A pilot study”, International Journal of Speech-Language Pathology. Published online: 19 Nov 2024 https://doi.org/10.1080/17549507.2024.2426700. (in English)
[14] V. Šilonová, V. Klein & I. Rochovská, “A Self-Evaluation of Pre-School Education Institutions with an Emphasis on the Level of Their Inclusivity”. Problems of Education in the 21st Century In: Specialusis ugdymas / Special Education. October 2021,79(5), pp. 804-825 doi:10.33225/pec/21.79.804. (in English)
[15] V. Šilonová & V. Klein. “Possibilities of inclusive assessment and stimulation of preschool-aged children in the Slovak republic”. Journal of interdisciplinary research. Woscore, 2024. Vol. 14, Is. 2. https://doi.org/10.15388/se.2024.47.2. (in English)
[16] I. Rochovská, V. Kušnirová, M. Čarnická & V. Šilonová. “The Analysis of the Kindergarten Teachers’ and Teaching Assistants’ Attitudes to Their own Experiences in the Process of Inclusive Education”. Pedagogika, 2023. Vol. 149 No. 1, pp. 185-215. https://doi.org/10.15823/p.2023.149.9. (in English)
[17] Z. Chai, C. Vail & K. Ayres, “Using an iPad application to promote early literacy development in young children with disabilities”, The Journal of Special Education, 2014. Vol. 48, № 4, рр. 268-278, http://dx.doi.org/10.1177/0022466913517554. (in English)
[18] C. Guardino, J. E. Cannon & K. Eberst, “Building the evidence-base of effective reading strategies to use with deaf English-language learners”, Communication Disorders Quarterly, 2014. Vol. 35, № 2, pp. 59-73. https://doi.org/10.1177/1525740113506932. (in English)
[19] P. Wu, H. Cannella-Malone, J. Wheaton & C. Tullis, “Using video prompting with different fading procedures to teach daily living skills: A preliminary examination”, Focus on Autism and Other Developmental Disabilities, 2016. Vol. 31, № 2, pp. 129-139. http://dx.doi.org/10.1177/1088357614533594. (in English)
[20] S. C. Cheng & C. L. Lai, “Facilitating learning for students with special needs: A review of technology-supported special education studies”, Journal of Computers in Education, 2020. Vol. 7, № 2, pp. 131-153. http://dx.doi.org/10.1007/s40692-019-00150-8. (in English)
[21] P. C. Fung, B. W. Y. Chow & C. McBride-Chang, “The impact of a dialogic reading program on deaf and hard-of-hearing kindergarten and early primary school-aged students in Hong Kong”, Journal of Deaf Studies and Deaf Education, 2005. 10(1), pp. 82–95. https://doi.org/10.1093/deafed/eni005. (in English)
[22] H. Ibrahim Amal & Aseel O. Ajlouni, “Exploring ChatGPT in Supporting Special Education Undergraduates in Achieving CEC Standards: Students’ Perception”, Journal of Social Studies Education Research, 2024. Vol. 15 № 5, pp. 87-119. [Online]. Available: https://jsser.org/index.php/jsser/article/viewFile/6199/710 (in English)
[23] Defectology Dictionary. Kyiv: MP Lesya, 2011, p. 160. (in Ukrainian)
[24] S. V. Chupakhina, V. V. Stynska, “The use of digital educational resources by speech therapists during classes.” Pedagogy of the 21st century: current state and development trends. 2023, pp. 917–920. https://doi.org/10.36059/978-966-397-241-1-33. (in Ukrainian)
[25] Y. M. Kosenko, O. V. Boryak, O. M. Korol, “The use of computer educational games in teaching history to schoolchildren with intellectual disabilities in an inclusive classroom.” ITLT, 2020, Vol. 77, №3. http://dx.doi.org/10.33407/itlt.v77i3.2837. (in Ukrainian)
[26] O. G. Yemchik, “Computer-oriented technologies in working with preschool children.” Innovative Pedagogy. Odessa, 2019. Issue 18, Vol. 3, pp. 160–163. (in Ukrainian)
[27] O. Legkyi, “Corrective possibilities of using computers in special schools.” Defectology. 2002. № 1, pp. 36-39. (in Ukrainian)
[28] Speech Therapy. Kyiv: Publishing House “Slovo,” 2015. (in Ukrainian)
[29] N. A. Krasikova, “Speech therapy activities in preschool educational institutions using computer-oriented technologies.” Zhytomyr, Ivan Franko Zhytomyr State University, 2025. 127 p. (in Ukrainian)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2026 Viktor Hladush, Liudmyla Kotlova, Natalija Krasikova, Nadija Pavlyk