Peculiarities of spatial representations in older preschool children with general underdevelopment of speech

Introduction. The disharmonious development of children's spatial representations may be the result of their language impairment, since spatial language plays a crucial role in the formation of spatial cognition and understanding, which in turn potentially influence social, emotional and academic development. This requires a detailed analysis of the characteristics of spatial representations in preschoolers with general underdevelopment of speech.

Materials and methods. A set of samples was created, which made it possible to approach carefully and in detail the experimental diagnosis of spatial representations in 5-6 years old children with general underdevelopment of speech. The method developed on the basis of the compilation made it possible to consider step-by-step all spatial categories of interest in their development in older preschool children with ONR and to reveal violations of this process.

Results. The following disorders are noted in older preschoolers with SEND: deficits in the formation of somatotopic representations, manifested in persistent difficulties with the definition of left- and right-sided relations, violations of egocentric orientation, which is one of the fundamental knowledge of space. Also found are deficiencies in learning the meanings of spatial prepositions and inability to operate them in active speech. Children are unable to identify ‘small space’ and reproduce the spatial arrangement of its individual elements relative to the plane. There are deficiencies in the development of spatial perceptions and spatial thinking. Visual and spatial analysis and synthesis are not formed to a proper extent. There are difficulties in comprehension and, accordingly, in memorising spatial and temporal concepts, as well as in establishing cause-and-effect relations.

Discussion and conclusions. Thanks to the conducted experimental study we can state that the process of development of spatial representations in older preschool children with SEND is slower, with deficits and deviations. The results of the study underline the need to develop and implement specialised techniques and exercises for the correction and development of spatial representations in children with general underdevelopment of speech, which can contribute to their successful learning and adaptation in the educational environment.

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