Features of the formation of spatial representations in preschool children with general speech underdevelopment

Автор: Червякова Софья Владимировна

Организация: НИУ «БелГУ»

Населенный пункт: Белгородская область, г. Белгород

Abstract: This article examines the development of spatial representations in preschool children with general speech underdevelopment (GSU). The close relationship between spatial representations and speech development is emphasized, and the influence of a limited vocabulary and an undeveloped grammatical structure of speech on the perception and reproduction of spatial relationships between objects is analyzed.

The author identifies key difficulties characteristic of children with GSU: difficulties in navigating their own body, problems understanding and using spatial prepositions and adverbs, difficulties in analyzing and reproducing the spatial properties of objects (size, shape), and delays in the development of visual-spatial memory and attention.

The paper reveals the main causes of these difficulties, including speech impairments themselves, immature interhemispheric interaction, insufficient integration of sensory systems, and limited practical experience.

Particular attention is given to methods and techniques of remedial work. A set of practical approaches is proposed, including: developing body awareness, developing an understanding of spatial prepositions, construction, graphic dictations, active and educational games, and integrating spatial vocabulary into everyday activities.

The article emphasizes the importance of systematic and comprehensive interventions carried out jointly by a speech therapist, teacher, and parents. It is concluded that targeted development of spatial concepts in children with general speech underdevelopment not only improves their speech and cognitive development but also creates a solid foundation for successful mastery of the primary school curriculum.

Key words: spatial representations, general speech underdevelopment (GSU), preschoolers, speech development, remedial work, spatial orientation, preparation for school.

Spatial representations are the cognitive ability to perceive, analyze, and reproduce spatial relationships between objects: their location, shape, size, distance, and direction. In preschool children, they are developed through play, educational, and everyday activities and are closely linked to speech development.

Global speech underdevelopment (GSU) is a complex speech disorder in which children experience impaired development of all components of the speech system (both sound and semantic) despite normal hearing and intelligence. Preschoolers with GSU experience difficulties not only in speech development but also in the development of spatial representations, which negatively impacts their overall readiness for school.

The Relationship between Spatial Representations and Speech Development

Spatial representations and speech are interrelated:

 

Lexical aspect. Describing spatial relationships requires specialized vocabulary: prepositions (in, on, under, above, behind, in front of), adverbs (right, left, above, below, far, close), words denoting shape (round, square) and size (big, small, wide, narrow). In children with general speech underdevelopment (GSP), this vocabulary is limited or distorted.

Grammatical aspect. The correct use of prepositional-case constructions (e.g., "put on the table," "take out of the drawer") requires a developed grammatical structure of speech, which is underdeveloped in children with general speech underdevelopment (GSP).

Symbolic-sign function. Understanding and using symbols (letters, numbers, diagrams) relies on developed spatial representations. Difficulties in this area can lead to problems with reading and writing at school.

Specific Difficulties in Preschoolers with General Underdevelopment (OHP)

Children with OHP exhibit the following characteristics in the development of spatial representations:

1. Difficulty navigating their own body:

• Confusion between right and left sides;
• Difficulty naming and pointing to body parts ("show me your left ear," "raise your right hand").

2. Difficulty perceiving and reproducing spatial relationships between external objects:

• Errors in understanding and using prepositions (under instead of over, behind instead of in front);
• Incorrect placement of objects based on verbal instructions ("place the cube in front of the car").

3. Problems analyzing and reproducing spatial features:

• Difficulty comparing objects by size (big vs. small, long vs. short);
• Difficulty recognizing and naming geometric shapes, especially complex ones (trapezoid, rhombus);
• Errors in copying simple patterns or drawings (misproportions, mirror images).

4. Difficulty understanding spatial-temporal constructions in speech:

• Inability to understand phrases like "put on your socks first, then your shoes";
• Difficulty following a sequence of actions in games and everyday situations.

5. Delays in the development of visual-spatial memory and attention:

• Children tire more quickly when performing tasks that require spatial analysis;
• Decreased ability to retain spatial information in memory (e.g., remembering a route indoors).

Causes of Difficulties

A combination of factors contributes to the delay in the development of spatial representations in children with general speech underdevelopment (GSD):

Speech impairments. Insufficient vocabulary and grammatical structure directly interfere with the acquisition of spatial vocabulary and constructions.

Underdeveloped interhemispheric interaction. Children with speech impairments often show signs of functional underdevelopment of the right hemisphere of the brain, which is responsible for holistic spatial perception.

Insufficient integration of sensory systems. Difficulties may be related to imperfect visual-motor coordination and tactile-kinesthetic perception.

Limited practical experience. Due to speech problems, children may be less involved in games and activities that actively develop spatial representations (construction, drawing, active games with rules).

Correction Methods and Techniques

Correction work should be comprehensive, phased, and integrated into various activities. Key areas:

1. Developing body awareness:

• Games for recognizing and pointing out body parts;
• Exercises for distinguishing between right and left sides (on oneself, on a doll, in a picture).

2. Developing an understanding of spatial prepositions and adverbs:

• Demonstrating the meanings of prepositions using real objects and actions ("put the ball on the chair," "hide the car under the table");
• Using visual diagrams and pictures to reinforce prepositions.

3. Constructing and working with mosaics and puzzles:

• Assembling simple structures using a template and verbal instructions;
• Creating mosaic patterns while adhering to a given sequence and arrangement of pieces.

4. Graphic dictations and copying:

• Completing simple drawings on the grid from dictation ("one grid to the right, two grids down");
• Copying geometric shapes and simple images.

5. Outdoor games with spatial instructions:

• Games with spatial movement commands ("run to the window," "stand between the chair and the table");
• Circle dance games with changing direction.

6. Educational games:

• "Find the toy" (search for an object using a verbal route map);
• "What has changed?" (memorizing and analyzing the location of objects on the table);
• Games with cubes, Dienes blocks, and logic puzzles.

7. Integration into everyday activities:

• Commenting on spatial relationships in everyday life ("the spoon is to the right of the plate," "we are walking down the hallway to the playroom");
• Using spatial vocabulary during walks ("the tree is behind the bench," "the swing is to our left").

Conclusion

Developing spatial understanding in preschoolers with general speech underdevelopment is an important aspect of their overall development and school readiness. The specific difficulties these children face require targeted, systematic, and comprehensive interventions that combine speech development with hands-on spatial activities. Collaboration between a speech therapist, teacher, and parents allows for effective bridging of gaps in spatial understanding and the creation of a solid foundation for successful mastery of the primary school curriculum.

 

 

 

 

 

 

References

1. Ananyev, B. G., Rybalko, E. F., "Characteristics of Spatial Perception in Children." Moscow: Prosveshchenie, 1964, 304 p.
2. Beloshista, A. V., "Development of Spatial Representations and Spatial Thinking in Primary School Children." Moscow: Press, 2009, 160 p.
3. Blokhina, Yu. A., "Characteristics of the Formation of Spatial Representations in Senior Preschoolers with Speech Impairments." Bulletin of the Shadrinsk State Pedagogical University. 2019, No. 3, pp. 188–193.
4. Burachevskaya, O. V., "Characteristics of Spatial Perception in Senior Preschoolers with General Speech Underdevelopment." Young Scientist. 2015, No. 8 (88), pp. 840–846.
5. Volkovskaya, T. N., Yusupova, G. Kh. Psychological Assistance to Preschoolers with General Speech Underdevelopment. Moscow: National Book Center, 2014. 96 p.
6. Vygotsky, L. S. Thinking and Speech. Moscow: State Social and Economic Publishing House, 1934. 326 p.
7. Govorova, R., Dyachenko, O. “Development of Spatial Orientation in Children.” Preschool Education, 2005, no. 9, pp. 21–25.
8. Inshakova, O. B., Kolesnikova, A. M. “Spatio-temporal Representations: Examination and Development in Schoolchildren with Expressive Alalia.” Moscow: V. Sekachev, 2006, 80 p.