Abstract
Introduction. In recent decades, living conditions, the organization of classes, and the requirements for children both in families and educational institutions (in kindergartens) have changed dramatically, which negatively affects their development. Fragmentary studies do not provide an objective picture of the development of modern preschoolers. In recent decades, there have been no comprehensive population-based studies covering socio-communicative development and all the components of the cognitive development of children. Therefore, the relevance and timeliness of this study is obvious. The results of foreign studies are of interest. However, they cannot always be used for comparative assessment due to high variability of educational processes in different countries. This determines the need to study age dynamics and the relationship between speech and socio-communicative development in older preschoolers living in different regions of Russia. Methods. To conduct the study, the tasks for assessing speech and socio-communicative development of the Comprehensive Technique for Diagnosing the Development of Preschoolers were used. There were examined 1650 children aged 5–6 years old (in 2019) and 1982 children aged 6.5–7.5 years old (in 2020), residing in 7 regions of Russia. Results. As a result of the population-based study, the features of speech and socio-communicative development of 3632 preschool children aged 5–6 and 6.5–7.5 years old were studied and identified. The study revealed positive dynamics in the development of all components of speech from 31.3 % in 5–6-year-old children to 66.5 % in 6.5–7.5-year-old children. However, 33.5 % of future first-graders showed insufficient speech development, which creates the risk of school difficulties. Most preschoolers of both age groups had an optimal level of socio-communicative development; however, one fifth (19.9 %) of preschoolers at the age of 6.5–7.5 y.o. had difficulties in social adaptation, which can complicate their adaptation to school. Discussion. The results of the study indicate positive age-related dynamics of sound-letter analysis, the formation of correct sound pronunciation, and socio-communicative skills (understanding various emotional situations and actions of other people, ability to seek help, apologize, etc.). However, it should be noted that with the increase in the development of almost all speech features in children from 5–6 years old to 6.5–7.5 years old, a fairly large number of future first-graders demonstrate limited vocabulary and inability to build sentences correctly, which characterizes general speech development.
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