UNDERSTANDING GRAMMATICAL CATEGORIES AND STRUCTURES OF YOUNG CHILDREN WITH DISABILITIES IN MASTERING SPEECH

Modern scientific research is increasingly discussed topic of becoming a speech in early childhood. An important component of language development is the development on grammatical patterns of the native language by children. In the pre-speech period, the child gradually begins to understand the speech of adults, addressed to him. Thus, the basis for the development of speech understanding is reversed speech (an impressive level).

The objective of our study was to analyze the theoretical and experimental testing sequence of grammatical categories and structures that a child infant and young child learns in its development. The result of this study is to get technique which allows to diagnose the level of understanding of the young child grammatical categories and structures.

Impressive level of speech has its psychophysiological or cognitive basis, following the terminology from B. Velichkovsky. In other words, child infant and young child understands speech addressed to him by the interaction of visual and auditory knowledge and motor praxis. Results of a detailed research study A.N. Gvozdeva, N. Khomskovo, N. S. Zeitlin, E.V. Sheremetyeva, E. Bates and J.S. Bruner identified the most of grammatical categories and structures that young child uses in his own speech (zone of actual development. It is hypothesized that young children can understand more different grammatical categories and more complex in their structure (zone of proximal development). On the basis of theoretical studies linguistics child's speech, it have been compiled a list of grammatical categories and structures that must understand the child at an early age.

The practical study of understanding grammatical categories and constructions of 345 children of early age with the deviations in the mastery of speech, allowed us to build up approaches and inspection methods on the impressive level of the grammar for spoken language of children at early age and with deviations in mastery of speech. By deviations in the mastery of spoken early age language of children we understand the underdevelopment of the verbal means of communication caused by the disturbance of the formation of the cognitive prerequisites of speech and/or by inadequate requirements nearest adult environment.

Timely detection of difficulties understanding on grammar of native language in early age children, will develop appropriate remedial and preventive measures. And thus prevent disorders on the development of speech in preschool age.