Abstract:

It has been in Russia a trend of increasing number of non-verbal small children. If the small child does not speak by specific time, there is a risk of decrease the period of acquisition of their own practical experience for establishing language patterns in their native language. Lack of proper linguistic patterns of oral speech delivers negative affects the emergence of written language, and, Consequently, increases the probability to arise dyslexia or dysgraphia.
A careful evaluation of psychological, physiological, linguistic and cognitive development over 450 of non-verbal small children has allowed us to describe the features of language acquisition in this category of children. Likewise, it has provided a prospective follow-up data for 7 years. Results highlight the main processes influencing the occurrence of verbal means of communication. In the model of a small child, the work summarized the data which are obtained as a result of analytical and diagnostic phases of the study.
We assumed that the pedagogical impact on processes triggers of speech formation will allow non-verbal small children to acquire linguistic means of communication.
According to the developed model the trigger processes of verbal means of communication are about:

1.Psychophysiological components: sound-hearing; facial gnosis; motor prerequisites
2.Linguistic components: onomatopoeia; intonation, organization of the existing means of communication
3.Cognitive components: imitative activities; object-oriented activity; playing actions; speech and language environment of family.

Work shows a method of language communication development in of non-verbal small children. It consists of three units: clinical and speech therapy; musical and speech therapy; social and pedagogical. This method is implemented in two phases.
Clinical and speech therapy unit includes individual work with non-verbal small children in order to improve psychophysiological components of speech development. The main condition is a compulsory medical examination of the child and an eventual medical correction when it is required.
Musical and speech therapy unit provides direction of pedagogical influence on linguistic processes in speech development. The work has developed a system of group musical speech therapy studies.
Social and pedagogical unit includes interaction with their parents (families) in order to improve cognitive processes language acquisition.
The main purpose of the first phase is to get pedagogical influence and to provoke and support any verbal responses of the small children. The second phase of work deals to the development of phrase speech. The main tool of work is the creation of communicative situations, emotionally and semantically meaningful to the child. Such complex influence allows to the non-verbal small children to effectively acquire language means to communicate.

Keywords:

Non-verbal children, Russia, therapy speech, means of communication.