Abstract:

Relevance of research:
Important condition for communication skills development is the diversity of communicative situations of different social levels and institutions. Combination of communicative situations traditionally accepted in the family is the communicative environment where the first communicative skills and means of communication of an early aged child are formed. The increasing number of children with the visible problems in communication and as consequence lack of effective complex techniques and practices of correction now specified relevance of our research.

Objectives:
1) A consistent training of parents, close adults and teachers of orphan homes aimed at creating communicative situations.
2) Emphasizing of particular speech patterns specific for frequently repeated communicative situations.
3) Formation among early aged nonspeaking children the most frequent non speech means of communication, oral speech patterns and, consequently, communicative skills.

Methodology:
Research analysis, anamnestic statistics and methodology of E.V. Sheremetyeva, mathematical methods of data processing are basic for research. Thirty children from the age of 1,2 to 3 took part in the research. They are brought up in the condition of full parental deprivation, only in the condition of family and nursery school.

Research results. Discussion:
We have diagnosed that quantity and quality of communicative situations in various micro-social conditions (in conditions of complete parental deprivation, only families, and in conditions of family and nursery school) are significantly different.
Conditions of complete parental deprivation lead to a lag in the formation of communication skills, nonverbal communication tools and oral speech. However, we have noted a positive tendency in acquisition the skills of communication with peers.
Children brought up only in a family are constantly in the same communicative situations, what often negatively influences the development of means of communication. The increase of the number and change in the quality of communicative situations with the involvement of close adults and nursery school teachers can significantly increase the level of formation of communicative skills and oral speaking means of communication with non-speaking early aged children.

Conclusion:
The creation of communicative situations with the introduction of new speech patterns in the usual life of a child allows to expand his communication capabilities. In this case, we do not fundamentally change the way of a family or the traditionally existing rules of the institution in which child is brought up, but only rely on the current level of speech development and provide an incentive to form new means of communication. In our opinion, all this allows to make the correction-forming process more efficient.

Keywords:

Early aged children, communication skills, communicative situation, speech patterns, communication means, deviations in speech acquisition.