How to develop children's auditory perception. Golovchits L.A. Preschool deaf pedagogy: Education and training of preschool children with hearing impairments: Proc. allowance for students. higher textbook establishments. Who is at the door

Polina Silantieva
Development of auditory perception of preschoolers with intellectual disabilities

Performed:

defectologist teacher

MBDOU DS №5 Chelyabinsk

Silantieva Polina Vyacheslavovna

Plan:

Concept and meaning auditory perception

Peculiarities .

Development of auditory perception of preschoolers with intellectual disabilities

Concept and meaning auditory perception in general and special psychology.

In the literature on general and special psychology, there are various definitions of the concept perception.

Perception- This is the process of receiving and processing by a person various information entering the brain through the senses. It ends with the formation of the image.

Auditory perception is a form of perception, providing the ability perceive sounds and navigate them in the environment using auditory analyzer.

body, perceiving sound and analyzing it is the organ hearing. Manifold auditory sensations associated with features and function auditory analyzer, providing the distinction of sounds by their height, rhythm, timbre, their combinations (phonemes, melodies). Their perception evokes in the child elementary sensations of objects and phenomena, their movement in space. Meaning auditory orientation is very important in mental child development. Perceiving sounds emanating from various objects and objects, children learn to understand the sounding world and respond correctly to it.

In his book Golovchits L. A writes: "in a child of early and preschool age provides the formation of ideas about the sound side of the world, orientation to sound as one of the most important characteristics and properties of objects and phenomena of living and inanimate nature. Mastery of sonic characteristics promotes integrity perception which is important in the process of cognitive child development».

Being one of the important characteristics and properties of surrounding objects, as well as phenomena of animate and inanimate nature, sound enriches the child's ideas about the world around him. IN development the child's mastery of objective actions and cognition of objects are closely connected with perception sound as one of the properties of objects. During the touch development the child is forming sound differentiations: first according to the principle "sounds - does not sound", further - taking into account various characteristics sound: its volume, pitch, timbre of complex sounds. Mastering these characteristics contributes to a more complete objectivity. perception and its integrity.

Sound is one of the regulators of human behavior and activity. The regulation of behavior associated with the orientation of a person in space is characterized as the allocation of visual perceived objects, and their localization based on spatial hearing. Orientation of the child in the environment is associated with the ability hearing evaluate and measure the spatial characteristics of the object itself. The spatial characteristics of sound are one of the most significant in auditory perception, determine the cognitive component of this process. The presence of sound sources in space, the movement of sound objects, the change in volume and timbre of the sound - all this provides the conditions for the most adequate behavior in the environment. Emotional and evaluative characteristics are of fundamental importance for the regulation of behavior and activity. auditory image. The form of response changes especially strongly in cases perception extreme sound signals (crying, moaning sick). Speaking of space perception, meaning the ability hearing to localize sound objects in space, and the ability to analyze the entire complex of characteristics.

binaural hearing, or the possibility perceive sound with two ears, makes it possible to accurately localize objects in space. binurality perception provides improved differentiation of simultaneously sounding objects. The temporal characteristics of sound are also important for the regulation of behavior. Dynamic, or temporal, characteristics are of fundamental importance for the formation auditory image, since the expressiveness of the process of sounding in time is a specific sign of sound. Thus, the formation of spatio-temporal representations is closely connected with the possibilities of determining the direction of the sound of an object, its distance, the duration of sounds, as well as the regulation of behavior and orientation in the surrounding world.

The biggest role auditory perception for speech and music. Auditory perception develops primarily as a means of ensuring communication and interaction between people. Sound as an object auditory perception has a communicative focus. Already in a newborn baby auditory reactions have a pronounced social character: in the first months of life, the child reacts more actively to the voice of a person, and especially the mother. As auditory development speech discrimination, an understanding of the speech of others is formed, and then the baby’s own speech, which further provides for his communication needs. Formation auditory perception oral speech is associated with the child's mastery of the system of sound (phonetic) codes. Assimilation of one of the most important sign systems for a person (phonemic) determines the child's active assimilation of the pronunciation side of speech. Formed on the basis of a full-fledged auditory perception Speech is the most important means of communication and knowledge of the surrounding world.

One of the important means of emotional and aesthetic development is music, perception which is based on auditory basis. With the help of music, the content of images, states, sensations expressed by the composer is transmitted to the child. Music contributes to the formation of the emotional side of a child's life, affects human behavior.

First of all perception musical sounds associated with the motor nature of the sense of rhythm. " Perception music has an active auditory motor component» (B. M. Teplov). The body's reactions to listening to music are manifested in muscle movements, which include movements of the head, arms, legs, invisible movements of the voice, speech and respiratory apparatus.

However, not only music, but also some characteristics of speech, in particular, intonation and acoustic features of speech and voice, contain emotional information that is significant for the child.

The impact of sound on the emotional state of the child is also associated with the characteristics of sounds. Too loud sounds cause fatigue, irritability. Noise violates the ability to concentrate, causes depression in the child, fatigue, leads to sleep disturbance. Unexpected and unusual sounds, including those with excessive volume, have a negative impact on the emotional state, up to stressful situations.

Thus, perception sounds of the surrounding world, speech and music, in which the action auditory analyzer is supported by other analyzers (visual, tactile, motor, olfactory, serves as the most important means development of the child's psyche.

Peculiarities auditory perception of preschoolers with intellectual disabilities.

Process auditory perception requires students to be able to focus on sound - auditory attention is a very important feature of a person, without which it is impossible to listen and understand speech. Mentally retarded children have the ability to auditory attention and perception is reduced therefore, in children with intellectual disability highlighted features in auditory perception such as: do not often respond to auditory stimuli, different motor reactions are not developed independently in response to the sound of various instruments, they are not differentiated into hearing the sound of musical instruments, onomatopoeia, everyday noises, sounds of nature. Often, a child with mental retardation does not correlate a toy with the corresponding onomatopoeia, does not distinguish familiar objects and phenomena by their sound characteristics. Children find it difficult to determine the direction of the sound, intensity and its source without relying on the visual analyzer. preschoolers cannot determine the sequence of sounding onomatopoeia. Likewise, children do not developed phonemic awareness(global distinction on hearing sharply different in syllabic and sound composition of words, without phonetic analysis / similar in syllabic structure). Difficulties cause the selection of a given word from the proposed phrase and marking them with some action. At an older age, difficulties arise in playing a given rhythm.

Mentally retarded children often lack interest, attention to the speech of others, which is one of the reasons underdevelopment of speech communication.

In this regard, it is important develop children's interest and attention to speech, installation on perception of surrounding sounds. Work on development of auditory attention and perception prepares children to recognize and identify hearing of speech units: words, syllables, sounds.

Development of auditory perception of preschoolers with intellectual disabilities

Development of auditory perception goes in two directions: On the one side, develops perception of ordinary sounds(non-verbal, on the other - perception of speech sounds, i.e., a phonemic hearing. Phonemic perception- this is the ability to distinguish speech sounds, the so-called phonemes. For example, And from Y, T from D, C from W, H from Th, etc.

Development of non-speech hearing

non-speech (physical) hearing- this is the capture and differentiation of various sounds of the surrounding world (except for the sounds of human speech, distinguishing sounds by loudness, as well as determining the source and direction of the sound.

From birth, a child is surrounded by a variety of sounds: the sound of rain, the meow of a cat, the horns of cars, music, human speech. A small child hears only loud sounds, but sharpness hearing increases rapidly. At the same time, he begins to distinguish sounds by the timbre of the sound. Auditory Impressions that the baby is experiencing perceived by them unconsciously. The child does not yet know how to manage his own hearing, sometimes just does not notice the sounds.

Nevertheless, non-speech sounds play an important role in orienting a person in the world around him. Distinguishing non-speech sounds helps take them as signals, indicating the approach or removal of individual objects or living beings. The correct definition for hearing the source of the sound helps to find out the direction from which the sound is coming, allows you to better navigate in space, determine your location.

Ability to focus on sound (auditory attention) - an important ability of a person, which is necessary develop. It does not occur by itself, even if the child has an acute natural hearing. She needs develop from the first years of life.

Development of speech hearing

Speech (phonemic) hearing is the ability to perceive and distinguish hearing sounds(phonemes) native language, as well as understand the meaning of various combinations of sounds - words, phrases, texts. Speech hearing helps to differentiate human speech by loudness, speed, timbre, intonation.

The ability to focus on the sounds of speech is a very important human ability. Without it, one cannot learn to understand speech - the main means of communication between people. The ability to listen is also necessary so that the child himself learns to speak correctly - to pronounce sounds, pronounce words clearly, use all the possibilities of the voice (speak expressively, change the volume and speed of speech).

The ability to hear, distinguish hearing speech sounds do not occur by themselves, even if the child has a good physical (non-verbal) hearing. This ability needs develop from the first years of life.

auditory perception goes through the following stages (from simple to complex):

Perception from the visual support: the child hears the name of the object and sees the object itself or the picture.

Auditory perception: the child not only hears the voice, but sees the face and lips of the speaker.

Purely auditory perception: the child does not see the speaker (as well as the object, the phenomenon that they are talking about, but only hears the voice.

In progress development of auditory perception can be used tricks:

- drawing attention to the sounding subject;

- distinguishing and remembering a chain of onomatopoeia.

- familiarity with the nature of sounding objects;

– determining the location and direction of the sound,

- Distinguishing the sound of noise and the simplest musical instruments;

- memorizing the sequence of sounds (noises of objects, distinguishing voices;

- selection of words from the speech stream, development imitation of speech and non-speech sounds;

- response to the loudness of sound, recognition and distinction of vowel sounds;

- performing actions in accordance with sound signals.

work on development of auditory perception can be realized through listening, games and exercises, etc.

Literature:

Janushko E. "Help the baby to speak!".

Nemov, R. S. Special psychology / R. S. Nemov. – M.: Education: VLADOS, 1995.

Psychological dictionary. I. M. Kondakov. 2000.

Problems education and social adaptation of children with visual impairment / Ed.. L. I. Plaksina - M., 1995

Golovchits L. A. Preschool Deaf Pedagogy.

Introduction

Chapter I. Theoretical foundations for the development of auditory perception in preschoolers

1 The development of auditory perception in normally developing preschoolers

2 Features of the development of auditory perception in preschool children with hearing impairments

3 Correctional and pedagogical work on the development of auditory perception in children with hearing impairments

4 Didactic game in corrective work with children with hearing impairments

Chapter 2

1 Organization and methodology of the experiment

2 Analysis of the results of the ascertaining experiment

Conclusions on chapter 2

Chapter 3

Conclusions on chapter 3

Conclusion

Bibliography

Introduction

hearing loss didactic game

Provided that the nature of the defect and the features that it caused are correctly understood, the problems of the all-round development of a child with this or that disorder can be solved successfully. It is important to identify a defect in the auditory analyzer in young children, since the auditory function disorder is congenital or occurs in the first year of life, before the development of speech. Hearing loss interferes with the normal mental development of the child, slows down the process of mastering knowledge, skills and abilities.

The period of the most intensive development of auditory perception is early and preschool age. Thanks to auditory perception, the child's ideas about the surrounding reality are enriched, various components of auditory perception develop, the child begins to distinguish between temporal, timbre, timbre, dynamic, rhythmic signs of sounds. Cognition is closely related to the perception of sound signals (B.M. Teplov, K.V. Tarasova, N.Kh. Shvachkin). A factor in the development of communication and speech, as well as wide opportunities in the perception of the surrounding space, is the level of formation of these components of auditory perception.

In the research of scientists, scientific information on the study of the role of auditory perception in the speech and cognitive development of preschool children with hearing impairments is summarized (E.P. Kuzmicheva, E.I. Leongard, T.V. Pelymskaya, N.D. Shmatko). In the process of development of auditory perception, an understanding of the speech of others is formed, and then the child's own speech.

Speech underdevelopment interferes with the perception of speech by ear even with the help of ISA, makes it difficult to comprehend and understand. Lack of speech or its underdevelopment becomes an obstacle in learning. The assimilation of the content of the perceived material is closely connected with the comprehension of speech and its verbal design.

The development of auditory perception in children with dysfunction of the auditory analyzer is a paramount task. Practical work in correctional institutions shows that the development of children with hearing impairments should go under the sign of continuously growing opportunities for using hearing to master speech and develop the child as a whole.

The relevance of research - hearing plays a leading role in the formation of speech, non-speech and speech sounds are involved in all activities. Hearing loss leads to a delay in speech development, causes the origin of pronunciation defects, has a negative impact on the development of thinking and the overall development of children with hearing impairments.

Object of study- features of auditory perception of preschool children with hearing impairments.

Subject of study- ways of studying and developing auditory perception in preschool children with hearing impairments in the course of correctional and pedagogical work using didactic games.

Research hypothesis- the creation of special pedagogical conditions, which are based on a set of didactic games for the development of auditory perception, can help increase the effectiveness of correctional and pedagogical work with preschool children with hearing impairments.

Goal of the work- to study the features of auditory perception in preschool children with hearing impairments and develop guidelines and didactic games in this area.

In accordance with the purpose and hypothesis of the study, the following tasks were set:

1. Based on the analysis of psychological, psychophysiological, pedagogical research, to determine methodological approaches to solving the problem of the development of auditory perception in preschool children with hearing impairments.

2. To develop a methodology for the experimental study of auditory perception in preschool children with hearing impairments.

3. To identify the level of formation of various components of auditory perception in preschool children with hearing impairments.

4. Analyze the results of the experimental study.

To test the research hypothesis and implement the tasks set, the following methods were used:

1. theoretical: analysis of medical, psychological - pedagogical and methodical literature on the research problem;

2. empirical: observation of the activities of children during classes and free activities, pedagogical experiment.

3. statistical: quantitative and qualitative analysis of the results, mathematical processing of experimental data.

ChapterI. Theoretical foundations for the development of auditory perception in preschoolers

.1 Development of auditory perception in normally developing preschoolers

In the scientific literature, auditory perception is defined as a complex systemic activity that includes sensory processing of acoustic information, its evaluation, interpretation and categorization (B.G. Ananiev, 1982; A.V. Zaporozhets, 1986).

The primary processes that take place in the auditory analyzer: the detection, discrimination of information, the formation and recognition of the auditory image of the object, are the basis of systemic activity. The primary processes of auditory perception develop gradually in the process of accumulation of experience. The level of development of these processes is determined by training, education, natural properties of the individual. The sound image has a dynamic structure, which is determined by the change and interrelation of such basic parameters as pitch, timbre and loudness. There are several sound groups: musical, technical, natural and speech. Sounds are perceived and correlated with the standards accumulated by people in the process of long experience, and are characterized by integrity, objectivity and meaningfulness.

With the help of auditory perception, a person supplements the information that he receives from other sensory channels based on vision, touch, and smell. Binaural hearing makes it possible to accurately localize things in space; perception of proximity, direction, longitude of sounds; influences the development of spatio-temporal orientation in children.

Spatial hearing allows you to adequately navigate in the world around you, human behavior is influenced by emotional

sound characteristics. Among the factors of sound regulation of behavior, speech influence should be singled out separately.

Particularly large the role of auditory perception for the development of speech, because Speech is a means of interaction between people. The ideas about the external environment indicated by speech are the most important means of the mental development of the child, and the mastery of the phonemic side determines the full-fledged social, cognitive and personal education.

For the emergence of speech in a child, developing auditory perception is essential. The development of the perception of oral speech is continuously connected with the assimilation of language, pronunciation, the development of all cognitive activity, and the accumulation of life experience.

Newborn baby hears almost all sounds around him. Reactions first of all arise to the voice of the mother, then to other sounds. The reaction to sounds is formed in the child after birth. In newborns, in response to a loud sound, motor reactions appear. Auditory concentration begins to form at 2-3 weeks of age. When exposed to loud sounds in newborns, responses are observed, which manifest themselves in the form of a general movement or complete calmness. At the end of the first month of life, the same reaction appears to the voice. Now the child is already turning his head towards the source of the sound. In the first month of life, a change in the auditory system occurs and the ability of a person's hearing to perceive speech is revealed.

The child's auditory responses are constantly improving. A child from 7-8 weeks of age turns his head towards the voice, reacts to sounding toys and speech.

At 2-3 months the child is able to determine the direction of the sound in the form of a turn of the head, observes the source of the sound with his eyes. At this time, the child is already able to perceive pauses between sounds. This is necessary for

language acquisition. At the same time, the baby begins to hear the stress in the word, as well as the ownership of the speaker's voice, the rhythm and intonation of speech.

On 3-6 month: localizes sounds in space. The ability to distinguish sounds finds further development and extends to speech and voice.

The development of elementary sensory reactions in the first year of life is a preparatory stage in the formation of those sensory mechanisms on the basis of which a sensory image can be built (B.G. Ananiev, 1960; A.V. Zaporozhets and D.B. Elkonin, 1964).

In the second half of the first year of life, on the basis of already formed elementary sensory reactions, sensory actions begin to emerge. An important step of this age is situational understanding of speech, readiness to imitate.

month: this period is characterized by the rapid development of integrative and sensory-situational connections. The most important achievement is the understanding of addressed speech and the development of readiness to imitate it, expanding the range of sound complexes. At this time, babbling appears, which by nine months is replenished with new sounds and intonations. Adequate reactions to appeals to the child are a sign of the safety of the auditory analyzer and the development of auditory perception.

First year of life: characterized as prelinguistic activity of auditory behavior. Feedback is formed in the child, thanks to which, from 4-5 months of life, he already masters the intonation, rhythm, frequency and duration of speech sounds. Auditory perception plays a crucial role in the formation of babbling, and then the phonemic side of speech. At the end of the first year of life, the baby distinguishes words and phrases by their intonation, and by the end of the second and beginning of the third year, he distinguishes all the sounds of speech.

Early age: development of differentiated auditory perception of speech sounds. In the future, the formation of auditory

function is characterized as a gradual refinement of the perception of the sound composition of speech. The mastery of phonetic elements presupposes the conjugated activity of auditory and speech-motor analyzers. If during this period the child does not perceive sounds, then the language ability will not be able to develop correctly.

Preschool age: the baby fully masters the rhythmic and phonetic structure of words, as well as the rhythmic-melodic design of the phrase and the intonation of speech.

So, auditory perception is actively improved and developed during the first years of a child's life. Infant, early and preschool age is a sensitive period for the development of auditory perception, at this time the formation and development of the main components of hearing takes place. The correct formation of auditory perception depends on the nature of communication between adults and the child, the nature of communication between adults and the child, the preservation of the mechanisms for the development of mental processes and the level of formation of various types of activity.

1.2. Features of the development of auditory perception in preschoolers with hearing impairments

Children with hearing impairments have a number of features in psychophysical development and communication. These features do not allow them to develop successfully, acquire knowledge, necessary skills and abilities. With hearing impairment, not only the development of cognitive activity suffers, but the formation of speech and verbal thinking is also difficult.

Hearing impairment that occurs in the first years of life adversely affects the process of speech formation, the development of mental operations, the emotional and personal development of the child.

All hearing impairments are classified into one of three groups: conductive, sensorineural and mixed.

Conductive disturbance - diseases of the external and middle ear, which respond well to treatment, and hearing, as a rule, is restored. The effectiveness of treatment directly depends on the timely detection of hearing loss. These diseases can also lead to permanent hearing loss, even if severe.

Sensorineural hearing loss caused by both exogenous and genetic causes. Exogenous include viral infections suffered by the mother during pregnancy (rubella, measles, influenza), various childhood infections (flu, acute respiratory infections, measles, scarlet fever, meningitis, cytomegalovirus, toxoplasmosis). Among the exogenous causes, a significant place is occupied by the consequences of prematurity, birth injuries and asphyxia, the use of ototoxic antibiotics and drugs. The possibility of hearing loss is largely determined by heredity. Severe consequences for the child turn into congenital hearing impairments or acquired during the period of pre-speech development. With sensorineural hearing loss and deafness, hearing cannot be restored. Help for children in this case is early hearing aid and intensive remedial classes.

The combination of conductive and sensorineural forms of hearing loss refers to mixed form of hearing loss . In this case, medicine can provide assistance in improving hearing, but without pedagogical assistance and the use of sound amplifying equipment, it will not be effective.

Deafness and hearing loss two types of hearing impairment, which are distinguished depending on the degree of hearing loss.

Deafness - the most severe degree of hearing loss, where intelligible perception of speech becomes impossible. Deaf children are children with persistent, profound bilateral hearing loss, congenital or acquired in early childhood. Without special training in this form of hearing loss, independent mastery of speech becomes almost impossible.

hearing loss - persistent hearing loss, in which there are difficulties in the perception of speech, but it is still possible. With hearing loss, there are significant differences in the state of hearing. Some hearing-impaired children have difficulty understanding whispers. Others can hardly hear well-known words spoken loudly near the ear.

The group of children with hearing impairments includes late deaf children , who lost their hearing after 3 years, when their speech was formed. In such children, speech has already been formed by that time, but if corrective work is not started to preserve it, it may be lost.

Independence in mastering speech is one of the most important criteria for the role of hearing, according to R. M. Boskis: “This process occurs spontaneously, and in children with hearing impairment - as a result of special training, because the latter are not able to independently use the residual hearing for the accumulation of vocabulary, for mastering speech. Hearing-impaired children, compared to deaf children, can independently, at least to a minimal extent, accumulate a speech reserve and master oral speech. However, these children achieve the best result in the learning process.

Children with hearing impairments can only acquire speech through special education.

According to R. M. Boskis, speech, which is inaccessible to children without special education, affects their moral, mental development, the ability to master various types of activities.

The conditions for the development of speech in children with hearing impairments are different compared to children with normal hearing. The lack of voice perception already at the beginning of life does not create prerequisites for further mastery of speech. However, deaf babies also have a large number of vocal responses. In the first 2-3 months of life, there are almost no differences between a deaf and a hearing child (E. F. Pay; F. F. Pay). The cooing and crying of a deaf child does not distinguish him from a hearing child. The vibrational sensations experienced by the baby in the process of vocal reactions evoke positive emotions in him and stimulate the development of vocal reactions. Baptism appears in children with hearing impairments, but due to the lack of auditory control, it gradually fades away. In the first year of life, deaf children delay the development of the prerequisites for mastering the language ability. Due to impaired hearing, it is not possible for a child to master even a small number of words that appear in normally developing children at the end of the first - beginning of the second year of life.

The development of speech in hearing-impaired preschoolers is very diverse and is associated with the state of the auditory analyzer. During infancy, the development of speech proceeds in much the same way as in the case of the deaf. But at an early age, they have a wide variety of vocal reactions. In the second year of life, they develop babble, hearing-impaired children, by the age of two or three, some children, by the age of two or three, master onomatopoeia and know a small number of words. They are pronounced truncated, with a lot of distortion. Only a small number of children with better hearing may develop a short phrase.

Children with hearing impairments at an early age, as well as those who hear, strive for contact with adults, show interest in communication. Most children take into account the reactions of an adult: they react to their comments or encouragement.

L. V. Neiman believes: “The enrichment of the vocabulary helps to increase the level of understanding of speech, improve the speech practice of communication, assimilate unknown words in context and situation, and improve listening comprehension. The more vocabulary a child with a hearing impairment has, the more of the speech he hears is available for its comprehension.

Studies by L. V. Neiman (1961), R. M. Boskis (1963), L. P. Nazarova (1975). E. P. Kuzmicheva (1983) and others showed that the development

auditory perception becomes a source of increasing the level of development of the child as a whole and the accumulation of an active vocabulary.

Thus, auditory perception is one of the conditions contributing to the successful perception of speech by ear. Moreover, the level of its development affects the ability to distinguish speech and non-speech sounds by ear. The higher the level of development of auditory perception, the more successful the perception of speech by ear.

1.3 Correctional and pedagogical work on the development of auditory perception in children with hearing impairments

Work on the development of auditory perception should be closely associated with environmental awareness. the child of the world, the formation of sound images of objects and phenomena, the enrichment of the sensory side of the child's development. In the process of development of auditory perception, a polymodal perception of objects and phenomena (the use of different types of perception) should be formed, objectivity(connection of sound with an object, thing), and integrity(determination of the purpose and functions of objects). The sounds of surrounding objects should act as separate signs and be combined with other types of perception: visual, tactile-motor, which involves examining the object, feeling, naming the object and its properties.

All exercises must be worn game character, possibly associated with the development of movements and the formation of spatial orientation in the environment, of course, this primarily applies to games aimed at developing non-speech hearing associated with the perception of the sounds of the surrounding world. In the process of all games for the development of auditory perception, the development of the child's speech hearing must constantly take place, i.e. speech comprehension training.

Important for the development of auditory perception is creation of a subject-game environment in Group. In accordance with the requirements for equipping kindergarten groups with toys, their number should include musical toys, sounding plot-shaped toys and attributes (dolls, cars, etc.), didactic games with sound signals, natural materials that make various sounds. It is appropriate to have birds in the natural corners, the perception of their voices will also enrich the sound world of the child.

The development of auditory perception as an integral pedagogical system has its own tasks, methods of work and content, it reflects general pedagogical principles and methods, forms of organization of the pedagogical process.

The theoretical substantiation of the pedagogical system was laid down by the works of scientists V. I. Beltyukov, R. M. Boskis, E. P. Kuzmicheva, L. V. Neiman, F. A. and F. F. Pay, E. I. Leonhard, N. D. Shmatko, L. I. Rulenkova and others.

The following provisions became the basis of the pedagogical system:

use of the physiological capabilities of children;

amplification of the auditory component;

Improving the pronunciation side of speech;

Combining work on the development of auditory perception with the overall development of children;

a variety of curricula;

activation of the individual characteristics of children;

variability in the selection of material;

formation of the communicative function of speech;

organization of an active speech environment.

The main direction of work on the development of auditory perception is teaching the perception of non-speech and speech sounds by ear. It is important to educate children on the proper use of sound amplifying equipment, personal hearing aids and cochlear implants.

Work on the development of auditory perception is carried out in four main areas of training content:

Development of a conditional-motor reaction to sound;

Acquaintance with the sounds of the surrounding space;

Learning to listen to non-speech and speech sounds;

Teaching listening comprehension.

Development of a conditioned motor response to sound

The main work begins with learning the ability to respond to the sound of non-speech and speech signals. Exercises are carried out without sound amplifying equipment.

By developing a conditioned motor response to sound, children are taught to feel the sound of speech signals. For example, a deaf teacher sits next to a child at a table on which there is a pyramid. The teacher pronounces the syllable loudly and strings the ring on the pyramid. In the future, he does this with the hand of the child. The task is played until the child begins to perform the action himself, when the teacher pronounces the phrase.

At the end of the lesson, the teacher of the deaf pronounces the same syllables, but already when using the screen. The child perceives this by ear and performs the action of parsing the pyramid (or some other). After developing a reaction to a loud voice, you need to reduce it, trying to teach the child to respond to the voice of conversational volume, and then determine the optimal distance from the ear at which the child perceives sounds from conversational volume to a whisper.

Work is carried out at the beginning of each individual lesson. When conducting classes, a sounding toy or a syllable is used. For this exercise, we use various syllables and syllable combinations:

low-frequency (pupupu, tytytyty);

mid-frequency (bababa, tatata);

high-frequency (sissi, tititi).

When doing this type of work, it is important to remember that

The teacher must reproduce sounds with different time intervals;

The teacher must ensure that the child cannot see his face even in various reflective surfaces;

The teacher should not touch the child's screen;

The teacher should not immediately remove the screen and look at the child immediately after playing the sounds. Otherwise, the baby will react to the behavior of the teacher, and not to the sound.

After the conditioned motor reaction to the sound of toys and speech without sound amplifying equipment has been developed, exercises are also carried out with the ISA.

Acquaintance with the sounds of the world

Also, attention should be paid to familiarizing children with the sounds that surround them in the world around them. You need to learn how to respond to everyday noises. Such work is carried out throughout the day by all hearing adults who surround children.

The emotional reaction of a hearing adult to sounds is important. He draws the child's attention to such noises, can repeat this sound or show the result. It is important to teach the child to respond to sound emotionally.

The result of such training is largely determined by how much adults enjoy each reaction of the child to sound and maintain his interest.

Learning to listen to non-speech and speech sounds

Learning to perceive non-speech and speech signals by ear is important for enriching ideas about the sounds of the world around and for the correct development of oral speech and auditory perception of children.

The ability to perceive different characteristics of sounds by ear helps to develop the basis for mastering the tempo-rhythmic side of speech. It is important for children to hear not only adults, but also their own speech. It is necessary to use ISA throughout the day.

Learning to listen to non-speech and speech sounds is carried out in a certain sequence.

It is important to work on distinguishing between non-speech and speech sounds both in frontal and individual lessons, and in music.

Distinguish by ear musical instruments, sounding toys, determine the quantity and quality of all the characteristics of sounds.

It is necessary to know the distance at which children feel the sound of non-speech signals with collective and individual equipment in order to decide on the type of its use.

Distinguishing sounding toys

It is important to take into account the age of children when choosing a method for teaching the recognition of non-speech and speech sounds by ear.

In order for this work to be effective, it must also be taken into account that the duration of the sound of each toy should be approximately the same, children need to focus on the nature of the sound, and not on its duration. The presentation of sounds and their sequence necessarily change, but the repetition of one toy can reach up to 2-3 times. This is important so that children do not try to guess what sounds, but listen carefully.

Determining the number of sounds

Children are taught to correlate the number of sounds with objects. The teacher always starts teaching discrimination with one sound and points to the object, and the pupils repeat. After that, the teacher of the deaf can reproduce several sounds and show the same number of

toys. In this case, children have a sound pattern that is perceived on an auditory-visual basis.

When preschoolers can distinguish by ear one beat on the drum and a large number of them, the teacher teaches them to distinguish one or two, one or three beats among themselves.

Distinguishing by ear the duration, continuity, tempo, volume, pitches and rhythm of sounds

First, the teacher teaches children to distinguish between the nature of sounds auditory-visually, then invites them to listen to long and short (or loud and quiet, etc.) sounds as a model, and, finally, allows them to distinguish them by ear.

Distinguishing by ear the length of sounds

The teacher shows the child a picture with a short and long track, and then demonstrates that with a long sound, the car can drive along a long track, and if the sound is short, then along a short one. An adult presents a sample to a child: a long and short sound, and in response he carries the car along one or another track or draws a line on his own.

Distinguishing loudness of sounds

When working in the first lessons, some sounds can be

"define". For example: a large doll corresponds to a loud sound, and a small one corresponds to a quiet one. In response, children can show pictures of large and small objects or reproduce the character of the sounds with toys.

Distinguishing the fusion and tempo of sounds by ear

In the work of teaching children to distinguish by ear the tempo and fusion of sounds, the teacher pronounces them evenly. It is important to teach the ability to reproduce sounds according to verbal instructions, and not a pattern.

In this work, it is important to follow the sequence: at first, children get acquainted with longitude, fusion, tempo of sounds, volume and pitch. This is due not only to the increasing auditory capabilities of children, but also the ability to reproduce sounds.

When the children have learned to determine the number of sounds within two or three and to distinguish their loudness and longitude by ear, the teacher begins to work on distinguishing rhythms by ear, using, for a start, light beats on the drum as a sound source. Children learn to hear

two-syllable rhythms ;

three syllable rhythms ;

two-three-syllable rhythms;

repetitive two-syllable rhythms.

To begin with, children are taught to determine the nature of the sound on an auditory-visual basis, and then only by ear.

Determining the direction of sound

In this work, the child will have to learn to recognize the location of the sound; such exercises are carried out without sound amplifying equipment or with the use of ISA and always on an auditory basis.

Teaching listening comprehension of speech material

The process of learning to recognize by ear is parallel to learning to distinguish by ear. Over time, the ways of perception improve and the child's auditory vocabulary expands. It is important that the material for identification by ear is varied each time.

Classes on teaching recognition and discrimination by ear of speech material are conducted both with and without sound amplifying equipment.

Auditory recognition of speech material

The teacher proceeds to purposeful recognition training on auditory speech material.

For the development of auditory abilities proper, both unfamiliar and unfamiliar material should be offered by ear. . The student needs to reproduce what he heard as accurately as possible.

The main task, in order for the perception of speech to become more and more accurate, the teacher needs to form its intelligible perception. This task can be realized only by many years of systematic and purposeful studies that continue throughout the entire preschool age.

The development of auditory perception in children with hearing impairment compensated by a cochlear implant

As is known, cochlear implantation opens up great opportunities for effective corrective work with children with profound hearing loss. As a method of hearing aid, cochlear implantation returns a person's physical ability to perceive the surrounding non-speech and speech sounds. At the same time, in order for a child to learn to adequately perceive them, understand their meaning and master speech, a sufficiently long period is required (according to I. V. Koroleva, the average rehabilitation period under favorable conditions is 5–7 years).

Correctional work with children with cochlear implants is determined by a number of factors, the leading of which are the age at which the operation was performed, the professional competence of the defectologist teacher and the degree of involvement of parents in the process

postoperative auditory rehabilitation. The main direction of postoperative auditory-speech rehabilitation is the development of the perception of sound signals with the help of an implant, which includes the following steps:

detection of the presence-absence of acoustic signals (development of a conditional-motor reaction);

detection of differences between acoustic signals (same - different - work with musical instruments);

Distinguishing non-verbal household signals, as well as human voices;

identification of everyday signals (household noises, street sounds, sounds made by animals, non-speech sounds made by humans);

Determination of various characteristics of sounds;

distinction and recognition of individual speech sounds, phonemic features and various characteristics of speech (intonation, rhythm;

Discrimination and recognition of words, phrases and sentences;

understanding of continuous speech.

Auditory training becomes an interesting game for the child, if the methodological methods for teaching the discrimination or recognition of speech material are varied, this is especially important at preschool age.

1.4 Didactic game in corrective work with children with hearing impairments

A didactic game is an excellent tool for learning about the world around: this is how a child with hearing impairments learns shapes, colors, materials, wildlife and much more. In the game, preschool children with hearing impairments develop observation, the range of interests expands, the preference of the child's tastes and inclinations for one or another type of activity becomes clear. Didactic play is as important in the life of a child with hearing impairment as it is for an adult.

Job. The game develops such skills that will be necessary for future service: creativity, the ability to think creatively, accuracy and the ability to overcome difficulties. (A.I. Sorokina, 1982)

The technology of the didactic game in this case is a specific technology of problem-based education and upbringing. The game of a preschooler with hearing impairments has an important feature: in it, cognitive activity is self-development, since the result obtained is achieved independently.

Didactic game as a method of developing auditory perception contains great potential:

arouses interest and contributes to the development of attention;

awakens cognitive processes;

Immerses children in everyday situations;

teaches them to follow the rules, develops curiosity;

· reinforces already accumulated knowledge and skills.

A didactic game is a valuable means of educating intellectual activity, it activates mental processes, causes in children an irresistible desire to learn everything. The game can make any educational material interesting, it stimulates working capacity and helps to acquire new knowledge. (S.L. Novoselova, 1977)

Sorokina A.I. identifies the following types and types of didactic games:

Game types:

· trips,

the assignments,

assumptions,

· puzzles,

conversations.

Game types:

· Enrichment of the active vocabulary;

Formation of grammatical structure;

Development of the syllabic structure of the word;

Development of coherent speech (A. I. Sorokina, 1982)

Didactic game has a certain structure. The following structural components didactic game:

didactic task;

game task;

Game actions

· rules of the game;

result (summarizing).

Petrova O.A. makes the following requirements for didactic games held in the classroom:

· they should be built on favorite games for children. It is important to observe children, to understand what games they like more or less;

Each game certainly contains novelty;

The game is not a lesson. Children should be happy to learn new things and always want to immerse themselves in a new game, and if they get bored, it must be replaced;

The emotional state of the teacher must be appropriate. It is necessary not only to conduct the game itself, but also to play with the children;

The game is a good diagnostic. The child shows himself in the game from all his best and not the best sides. It is necessary to talk to children, and not to apply disciplinary measures to pupils who violated the rules. It is important to analyze and analyze who played how and how conflict could have been avoided.

Games for the development of auditory perception should be available to children with hearing impairments: they are selected taking into account age, the degree and severity of the defect, as well as individual characteristics. When choosing didactic games, it is important to keep in mind the principle of complicating the material: you can move on to more complex rules only when the child already knows how to play simpler games (O.A. Petrova, 2008).

Didactic game - a unique form of education and training of preschool children with hearing impairments, which allows you to interest and captivate a preschooler; to make his work productive not only on the psychological, but also on the intellectual level.

In the didactic game, the child not only acquires new knowledge, but also generalizes and reinforces the previous ones. The interaction between the teacher and the child takes place in the game, which allows you to establish emotional contact with him, at the same time develop auditory perception, as well as positively influence mental processes. So, the use of didactic games increases the level of development of auditory perception in preschoolers with hearing impairments.

Chapter 2

.1 Organization and methodology of the experiment

The purpose of the ascertaining experiment- identification of the level of development of auditory perception in preschool children with hearing impairments.

In accordance with the purpose of the study, the following were set: tasks:

1. to develop a method for diagnosing auditory perception in preschool children with hearing impairments;

2. to determine the level of formation of various components of auditory perception in children with hearing impairments;

3. to conduct a comparative analysis of the features of auditory perception in children with hearing impairments with compensated cochlear implants and in children with hearing impairments without cochlear implants.

Experimental work was carried out in the state budgetary educational institution of the city of Moscow, secondary school No. 853, in its structural division of the Logoton Central PPP and K. For 1 month (September-October 2015).

The study covered 20 children: the experimental group (EG) included 10 pupils with hearing impairments aged 5-6 years. Of these, 4 people were diagnosed with conductive hearing loss of the II degree, in four - sensorineural hearing loss of the 3rd degree and another one with sensorineural hearing loss of the 4th degree, as well as three children have sensorineural hearing loss of the II degree, seven children use individual hearing aids, and three are not prosthetic at all. At

preschoolers were observed mental retardation, the intellectual development of the rest of the pupils within the age norm. Most of the study group has a delay in speech development (6 people). Children attending kindergarten are being raised by parents who do not have hearing impairments.

In order to conduct a comparative analysis of the ascertaining experiment, 10 children were covered - a comparative group (SG) of the same age, also with hearing impairments, but with the use of cochlear implants. Of these, 4 people were diagnosed with deafness, two with sensorineural hearing loss of the 3rd degree and another four with sensorineural hearing loss of the 4th degree, each has cochlear implantation, as a result of which the threshold for perceiving sounds corresponds to hearing loss of II-III degrees. In 3 preschoolers, mental retardation was observed, the intellectual development of the rest of the pupils was within the age norm. Most of the study group has a delay in speech development (7 people). Children attending kindergarten are being raised by parents who do not have hearing impairments.

The ascertaining experiment consisted of 2 stages: preparatory and main.

At the preparatory stage the study of pedagogical, psychological and medical documentation was carried out.

At the main stage studied the features of auditory perception of the components of non-speech and speech sounds in children with hearing impairments, without cochlear implants (CI) and in children with hearing impairments compensated for CI.

Preparatory stage

During the preparatory phase, the following methods:

· analysis of pedagogical, psychological and medical documentation;

Observation of children in the classroom and in the process of free activities;

Conversations with educators, defectologists, psychologists, parents.

Based on the methods described above, information about children was obtained. The study of medical, pedagogical and psychological documentation, as well as conversations with parents and teachers, provided an opportunity to obtain data on the composition of the family, the presence of adverse factors in the anamnesis, on the progress of the child's development before entering a preschool institution, on early psychomotor and speech development, the state of hearing, vision and intelligence. Table No. 1 and Figure 1 present the characteristics of the experimental group of children with hearing impairments without CI.

Table No. 1 Characteristics of the experimental group of children with disabilities hearing EG (%).

Characteristic	Groups of children	Amount of children	Percentage %
Hearing condition	Conductive hearing loss I-II
	Sensorineural hearing loss IV degree.
	Sensorineural hearing loss I and II degree.
	Sensorineural hearing loss II and III degree.
Prosthetics	Individual hearing aid
	Not prosthetized
State of the intellect	Intelligence within
	age norm.

State of speech	ONR (III level)..
	The development of speech within the age norm.
Additional Violations

Rice. 1 Characteristics of the experimental group of children with hearing impairments EG (%).

Based on the data presented in table No. 1, we can say that in 60% of children the intellect is within the age norm, and in 40% of the subjects

mental retardation is noted. The speech development of preschoolers in this category showed that 60% of pupils have a general underdevelopment of speech of the III level, 40% have no problems in speech development. We see that the presented group of children does not have additional developmental disorders.

We studied in detail the comparative group, where children also have hearing impairments, but with CI. Table 2 and Figure 2 present the characteristics of the comparative group of children with CI.

Table No. 2 Characteristics of the comparative group of children with disabilities hearing with CI. SG (%)

Characteristic	Groups of children	Amount of children	Percentage %
Hearing condition	Sensorineural deafness.
	Deafness III degree.
	Deafness IV degree.
Prosthetics
State of the intellect	Intelligence within the age norm.
	Impaired mental function.
State of speech	A short phrase with agrammatisms.
	Extended phrase with agrammatisms
	Single words, a short memorized phrase
Additional Violations

Rice. 2 Characteristics of the experimental group of children with hearing impairments SG (%).

Analysis of the obtained data showed that 40% of preschoolers have sensorineural deafness and the same amount of IV degree hearing loss, and 20% of children have III degree hearing loss. 100% of pupils are prosthetized with CI. The state of intelligence in 70% of preschoolers is within

age norm, 30% of children have mental retardation. 40% of preschoolers have an agrammatic short phrase, 40% used an extended phrase with agrammatisms. 20% of the subjects used single words and short memorized phrases. Children in the study group used speech and natural gestures to communicate. Subjects in this category had an additional impairment, such as delayed speech development (50%), and the other half of the children had no additional impairments at all.

main stage

At the main stage tasks were given to identify the formation of the main components of auditory perception on the material of non-speech and speech sounds.

· long and short sounds (sound duration study);

· high and low sound (differentiation by ear of the sounds of musical instruments, voices of different timbre colors);

· loud and quiet sound (differentiation by ear of loud and quiet sounds);

· rhythm, alternating accents (reproduction of rhythmic sequences).

· sound frequency (reproduction of syllables, words and sentences of different frequencies)

For the study, we took as a basis the diagnostics developed by the teachers of the State Budgetary Educational Institution of the TsPPRiK "Logoton" under the guidance of Rulenkova L.I. It contained 10 tasks that allow us to explore the features of the auditory perception of non-speech and speech sounds. These tasks were of a playful nature, depending on its specifics, children

performed various activities. For example, in response to the sound of a pipe, it was required to draw a typewriter along a long or short track drawn on a piece of paper, depending on the duration of the sound of the instrument, etc. The material was presented by ear: without hearing aids, with sound-amplifying equipment of Verboton brand or another brand, with individual hearing aids. If the child is implanted, then the diagnosis was carried out through the processor (CI).

We have developed an assessment system, on the basis of which, after completing the tasks, a qualitative analysis of the data obtained was carried out. When assessing the formation of each of the components of auditory perception, the following criteria were used: "+", "+/-", "-". Each designation had a score

· 1) "+" - performed independently the first time - 3 points.

· 2) "+/-" - performed independently from 2-3 times or with the help - 2 points.

3) "-" - did not fulfill - 1 point.

This assessment system made it possible to identify the potential opportunities of preschoolers.

Study of nonverbal hearing

The study of the perception of long and short sounds.

Task number 1.

Target : study of the ability to distinguish by ear the duration of the sound.

Equipment: typewriter, pipe, sheet of paper, felt-tip pen.

Exercise: The child was asked to take the typewriter along a drawn path on a sheet of paper, depending on how much the corresponding sound would be produced on the pipe. Long and short tracks are pre-drawn on the sheet. The task was carried out on an auditory basis.

Conclusion about the level of development:

Studying the perception of high and low sounds.

Task number 2.

Target : the study of the ability to distinguish by ear the sounds made by different objects.

Equipment: musical instruments: tambourine, pipe, bell, drum, accordion, piano, hurdy-gurdy, pictures depicting musical instruments.

Exercise: To carry out this task, it was necessary to first reproduce the sound of each instrument, then they were asked to listen and show a picture of what sounded. The task was given on an auditory basis.

Distinguishing the sounds of musical instruments: tambourine, pipe, bell, drum, harmonica, piano, hurdy-gurdy.