About the Need for Early Diagnosis of the Speech Development of the Child

Early diagnosis of NDP (neuropsychic development) in order to timely detect abnormalities of ontogenesis makes it possible to identify and completely or partially prevent adverse developmental options.

Identification of abnormalities in the development of young children allows timely start corrective work aimed at preventing and preventing mental disorders and, in particular, speech pathologies.

Speech is not an innate ability of a person, it is formed gradually, is closely related to the degree of maturity of the cerebral cortex, with sufficient development of hearing, sight, smell, and touch. A special role in the formation of speech is played by the speech and translational analysors.

Hence, since the infant age. It is necessary to examine the child in all lines of development (motor skills (general and minor), skills, sensory (auditory and visual responses), emotions, play, expressive and expressive speech or pre- speech and pre-speech spasms).

The problem of early diagnosis in our country was worked by: Professor NM Shchelovanov, E.L.Frukht, K.L.Pechora, G.V. Pantyukhin, Professor NMAksyuta. The indicators and methods of diagnosis of early neuropsychic development, developed by them within the framework of the RMAPO, are adequate to international scales. These methods of testing and evaluating development make it possible to detect initial deviations as early as possible. The control over the formation from the first days of life is aimed at timely correcting the development of lagging children, preventing possible grosser violations in the future.

In his writings, Professor R.E. Levina wrote that "speech is the most complex mental function of a person. The formation of it involves a variety of very diverse psychophysiological processes. " Consequently, violations of speech development require serious, competent, profound, comprehensive work on their correction.

At the heart of the success of the work on overcoming speech disorders are numerous studies of domestic and foreign specialists, which testify to the large compensatory possibilities of the developing children's brain and the improvement of ways and methods of speech therapy correction. Pavlov, emphasizing the extreme plasticity of the central nervous system and its unlimited compensatory possibilities, wrote: "Nothing remains immovable, stubborn, but can always be achieved, change for the better, if only the appropriate conditions were implemented."

The effectiveness of corrective-logopedic work is laid at the very first stage of acquaintance with the child and his parents: the collection of anamnestic data and examination. At this stage, the methods used are GA Kash, MF Fomicheva, GV Chirkina, LN Efimenkova, and others.

To achieve optimal results, it becomes necessary to use both traditional and newest correctional techniques.

Their authors are already mentioned experts, classics of speech therapy theory and practice, as well as BM Grinshpun, G.K. Vorobyov, N.Zhukov, E.Mastyukov, T.Tumanov, N.A.Cheveleva , SN Shakhovskaya and others.

Work on early diagnosis and correction of deviations in development is conducted by speech therapists and defectologists at the children's homes. In polyclinic conditions, unfortunately, on reception to the logopedist with the child of infantile age come extremely seldom. This depends on the degree of awareness of parents about the need for an early visit to the speech therapist and on the preparedness of the specialists themselves. In most cases, it is considered that logopedic examination is necessary, starting with three or more years. Such an attitude does not entail negative consequences if the child develops normally. Although a competent approach to its formation, knowledge of stronger and weaker abilities makes it possible to harmoniously form the future personality. But for children with a deviation in development, the early start of corrective measures is extremely important. For example, in the first months of life emotional reactions and sensory education (auditory-visual and tactile) are especially significant. Sensory functions develop in close relationship with the motor skills, thereby forming sensorimotor behavior, which is the basis of the child's mental development. Equally important is the early stimulation of pre-speech and pre-speech development. Timely appearance of pre-speech skills: gukaniya, walking, babbling predetermines its full development in the speech period.

Infant age is important to closely monitor also because this time is characterized by the most compressed development rate: a helpless newborn by the end of the first year of life has uprightness, walking, subject-manipulative activity, the beginning of understanding speech addressed to him, begins to utter the first babbling words. In this period, the formation of the most important function of speech - the communicative one - begins. It is in the first year of life that the prerequisites for further education of the child are formed.

Adults need to know the stages of normal neuropsychic development of children and in particular the optimal rate of speech formation in order to create the most favorable conditions for development. And, if necessary, begin corrective work in a timely manner.

Consequently, a professional approach to determining the level of neuropsychic development of a child should be carried out from a very early age, i.e. From his birth.