PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF DEVELOPING CORRECTIONAL AND REHABILITATION WORK WITH PRESCHOOL CHILDREN WITH SPEECH DISORDERS

Abstract

The development of correctional and rehabilitation work with preschool children with speech disorders is one of the priority directions of contemporary special pedagogy, developmental psychology and inclusive education. Speech disorders in early childhood influence not only verbal communication, but also cognitive development, emotional-volitional regulation, social interaction, self-confidence and readiness for school education. Therefore, correctional and rehabilitation support should be interpreted as a scientifically grounded, systematic and multidisciplinary process aimed at the comprehensive development of the child's personality.

The thesis examines the psychological and pedagogical features of organizing correctional and rehabilitation work with preschool children who have speech impairments. The research was conducted on the basis of specialized preschool educational organizations located in Andijan, Fergana and Tashkent. The study emphasizes early diagnosis, individualized correctional programs, speech therapy support, psychological assistance, pedagogical adaptation, systematic monitoring and family involvement as key conditions for effective rehabilitation.

The theoretical and empirical analysis indicates that sustainable developmental outcomes are achieved when speech therapy activities are integrated with psychological support and everyday pedagogical reinforcement. The findings demonstrate the need to organize correctional and rehabilitation work as a holistic system that supports speech, cognition, emotional stability, communication activity and social adaptation.