Development of auditory perception in a child. Development of auditory perception in children with hearing impairments. It is difficult to remember everything that we are told, but the main thoughts are necessary

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Introduction

child perception hearing

Children are born with great potential to experience the world in all its beauty, to live, develop and create in it. This also applies to those who, for some reason, have lost, to one degree or another, the ability to see, hear, or move.

The human body, in particular its “commander in chief” - the brain, the entire nervous system is ready to overcome the consequences of violations, to compensate for existing deviations in psychophysical development. Parents, teachers, and those around them do an extraordinary amount to create optimal conditions for the full development and education of children with special needs. They are taught to “see” with their hands and “listen” with their eyes.

Among children with special needs of various categories, there are those who have hearing impairment. According to world statistics, per 1000 newborns there are from 3 to 6 babies with congenital hearing loss. Further, this number begins to increase due to the influence of factors of various etiologies. Among children with hearing impairment, those who have completely lost it, are totally deaf, are extremely few, approximately 5%. The rest have remnants of hearing of different levels.

The problem of the development and use of the preserved function of auditory perception in children with hearing impairment was, is and remains relevant.

Its solution depends on many factors: material, social conditions; organization, content, teaching methods; scientific substantiation of the problem of compensation and the like.

A path that will provide a deaf person with full verbal speech may be decisive for the family and society. Alternative ways that provide communication problems - sign language, fingerprinting, pictography, etc., can be used, but do not solve the problem of direct oral communication with a person who is not specially prepared for this and who has good hearing.

Development and use challenge auditory function for children with hearing impairment has always been in the field of view of teachers of the deaf and has been worked on in different ways.

Thus, methods and techniques for studying the state of auditory function were developed; the medical and pedagogical classification was substantiated according to the state of hearing and speech development; the state and features of listening perception of all speech material (phonemes, words, etc.) were studied. Much attention was paid to the creation of various technical means, increasing the ability of a child with hearing loss to perceive spoken word and master sufficiently developed oral speech.

Methods for the development and use of hearing remnants in the educational process, in particular in work on oral speech, were studied and developed (Rau F.F., Boskis R.M., Beltyukov V.I., Vlasova T.A., Neiman L. V., Kraevsky R., Kuzmicheva A.P., Nazarova L.P., Pongilska A.F. and many others. These issues are also covered in foreign literature (Erber N., Hudgins C., Kelly J., Ling D., Tsster, A.M., Wedenberg E., etc.).

Despite the fact that in recent decades, schools for children with hearing impairment have established special hours for individual work, developed programs, expanded opportunities for the use of high-quality technical aids, etc., there have been significant positive changes in increasing the efficiency of auditory perception and there was almost no improvement in the quality of oral speech of a child with hearing loss.

This determines the relevance of the topic under consideration.

Purpose of the study: to develop a program for the development of auditory perception in children with hearing impairments.

Research objectives:

1. Consider the causes of hearing impairment and their classification

2. Describe the features of the psychological and physiological development of children with hearing impairment

3. Specify special conditions for the development of children with hearing impairments

Chapter 1. Causes of hearing impairment and their classification

Hearing is the body’s ability to perceive and differentiate sounds using a sound analyzer. This ability is realized through the auditory system or the human auditory analyzer, which is a collection of nerve structures, which perceive and differentiate sound stimuli and determine the direction and degree of remoteness of the sound source, that is, which carry out complex auditory orientation in space.

The training and education of people with hearing impairments is the focus of deaf pedagogy. Deaf pedagogy (from the Latin Surdus deaf) is a pedagogical science that studies the characteristics of the development, training and education of persons with hearing impairments. The subject of deaf pedagogy is the processes of development, training and education of persons with hearing impairments at different age periods their development.

There are different views on the causes of hearing impairment. Currently, three groups of causes and factors that cause hearing pathology or contribute to its development are most often distinguished.

The first group includes causes and factors of a hereditary nature, which lead to changes in the structure of the hearing system and the development of hereditary hearing loss. Hereditary factors play a significant role in the occurrence of hearing impairment in children. According to R.D. Gorle, B.V. Konigsmark, hereditary factors account for 30-50% of childhood deafness. At the same time, the authors emphasize that in two thirds of cases of hereditarily caused hearing loss, the presence of syndromic hearing loss is noted in combination with diseases of almost all organs and systems of the body (anomalies of the external ear, eye diseases, musculoskeletal system, with pathology of the nervous, endocrine systems, etc.). The hereditary factor becomes important if hearing is absent or reduced in one of the parents. The possibility of having a deaf child in such a situation is extremely high. Hearing diseases can be inherited by both dominant and recessive traits. Recessive traits do not appear in every generation.

The second group consists of factors of endo- or exogenous influence on the fetal hearing organ (in the absence of a hereditarily determined background), which causes the manifestation of congenital hearing loss. Among the causes of congenital hearing loss are primarily infectious diseases mothers in the first half of pregnancy. In terms of infectious diseases, rubella is the most dangerous; it also negatively affects the development of auditory analyzer and its functioning influenza, measles, scarlet fever, infectious mumps, toxoplasmosis and others. One of the factors that lead to the occurrence of this pathology is intoxication of a pregnant woman; the use of medications, in particular antibiotics, is especially dangerous. This group of harmful effects also includes the use of alcohol, nicotine, drugs, poisoning with chemicals, food, and the like. This group also includes injuries to the mother during pregnancy (especially in the first three months), incompatibility of the blood of the mother and fetus according to the Rh factor or blood group, which causes the development of hemolytic disease of the newborn.

The third group consists of factors that affect the child’s hearing organ during one of the periods of its development and lead to the occurrence of acquired hearing loss. These reasons are quite varied. Most often, hearing impairment is caused by the consequences of an acute inflammatory process in the middle ear (acute otitis media). In some cases, hearing loss occurs due to damage inner ear and the trunk of the auditory nerve, occurs due to the transition of the inflammatory process from the middle ear. Also, the etiologies of persistent hearing impairment in the postnatal period include infectious diseases of the child, including greatest danger represent meningitis, measles, scarlet fever, influenza, epidemiological mumps. According to some authors, more than 50% of hearing impairment in children occurs as a result of the use of ototoxic antibiotics during treatment, which include streptomycin, monomycin, neomycin, kanamycin, etc. Injuries can also lead to hearing impairment, especially in the area auricle in the temporal parts of the head, diseases of the nasal cavity, especially adenoid growths and the like.

Determining the causes of hearing impairment is quite difficult in some cases. This is explained, firstly, by the possible outpouring of several harmful factors at once, and secondly, the same cause can cause hereditary, congenital or acquired hearing loss.

Children with hearing impairments of all groups may also have additional primary disorders. various organs and systems. Several forms of hereditary hearing impairment are known, which are combined with disorders of vision, skin, kidneys and other organs (Usher, Ahlström, Wardenburg, Alport, Pendrel syndrome, etc.). With congenital deafness or hearing loss resulting from rubella in the mother in the first two months of pregnancy, visual impairment (cataracts) and congenital cardiopathy (Grieg's triad) are usually observed. With this disease, the born child may also experience microcephaly and general brain failure.

At the same time, complex, complex disorders, including disorders of hearing and other systems, can arise under the influence various reasons and at different times. Consequently, with complex disorders in children, in addition to deficiencies in auditory function, the following may also appear:

Violation of the vestibular apparatus;

Various types of visual impairment;

Minimal brain dysfunction that leads to mental retardation;

Diffuse brain damage that leads to mental retardation;

Disturbance of the brain systems, which leads to the occurrence of cerebral palsy or other changes in the regulation of motor activity;

Local disorders of the auditory-speech system of the brain (cortical and subcortical formations)

Diseases of the central nervous system and the entire body that lead to mental illness (schizophrenia, manic-depressive psychosis, etc.);

Serious illnesses internal organs heart, lungs, kidneys, liver, which lead to a general weakening of the body;

Possibility of deep socio-pedagogical neglect

Classification of hearing impairments

The need to differentiate people with hearing impairments is determined by the practice of constructing educational and correctional development processes with them. Carrying out a clear diagnosis and identification of groups of children with similar conditions will make it possible to more effectively organize work with them, identify those who need specially organized training, and those who can study in secondary schools if they are created there. necessary conditions. Some classifications are based on both the ability of children with hearing impairments to perceive spoken language at different distances and the criteria for loudness in decibels.

In correctional pedagogy, the following groups of children are distinguished in accordance with the degree of impairment of auditory function and the time of occurrence of the deviation: deaf, with reduced hearing (hard of hearing) and late-deafened.

Deaf children are children with complete absence hearing or its significant decrease, in which perception, recognition and independent mastery of oral speech (spontaneous speech formation) is impossible.

Complete loss of hearing is rare. The child's residual hearing allows him to perceive individual intense sounds, phonemes, which are pronounced very loudly at the auricle. With deafness, independent perception of spoken language is impossible. Children can perceive spoken speech using an auditory analyzer only with hearing aids.

L. V. Neiman notes that the ability of deaf children to distinguish surrounding sounds depends primarily on the range of frequencies that are perceived. Depending on the volume of frequencies perceived by the state of hearing, four groups of deaf people are distinguished. There is a strong relationship between deafness group and the ability to perceive sounds. Children with minimal hearing remnants (groups 1 and 2) are able to perceive only very loud sounds at a short distance from the auricle (steamboat whistle, loud scream, drum beats). Deaf children from the third and fourth groups are able to perceive and distinguish a significantly larger number of sounds at a short distance, which are more diverse in their sound characteristics (the sound of musical instruments, toys, animal voices, the sound of a telephone, etc.). Deaf children of these groups are even able to distinguish speech sounds - several well-known words and phrases.

There are congenital and acquired deafness. Congenital deafness is caused by various adverse effects on the auditory analyzer during intrauterine development. Acquired deafness can occur at any age. Occupational deafness is also observed, which occurs as a result of prolonged exposure of the hearing organs to noise stimuli and vibration during professional activities.

According to audiometric studies, deafness is not only a hearing loss of more than 80 dB, but also its impairment or loss at different frequencies. Particularly unfavorable is the loss or decrease in hearing in the frequency range that includes spoken speech.

Deafness as a primary defect leads to a number of abnormalities in the development of the psyche. Impaired speech development or its absence as a secondary defect negatively affects the development of the entire cognitive sphere of deaf children. This is explained by the fact that it is through spoken language that most of the information about objects and phenomena of the surrounding reality is transmitted. The absence or significant damage to the auditory analyzing system, which should perceive this information, negatively affects the formation of cognitive activity and competence of such children. The absence of speech or its significant underdevelopment negatively affects not only the formation of verbal-logical thinking, which is directly related to it, but also the development of visual-figurative and practically effective thinking, and mental processes in general. Despite the fact that in the mental development of such children, visual-figurative forms of cognition acquire greater importance than verbal-logical ones, visual images do not receive the necessary verbal support in the minds of such children in the form of explanation, characterization of their properties and qualities.

Due to a lack of awareness of information about the outside world and its features, the reactions of such children to the surrounding reality are primitive, spontaneous, and often do not correspond to socially accepted standards. In particular, others form the wrongful opinion that such children have mental retardation or mental retardation.

In addition, lack of hearing and significant underdevelopment or immaturity of speech are often insurmountable obstacles in the formation of the social status of such a child. Children with normal psychophysical development often do not perceive it, refuse joint activities, play with it due to the inability to establish contacts, lack of adequate understanding of each other. Such children, having full intelligence, are aware of their pathology; against this background, they may develop disturbances in the emotional-volitional sphere in the form of neuroses, affective reactions, negativism, apathy, selfishness and egocentrism are formed.

Complex secondary disorders, the main of which are the absence of speech and the delay in the formation of verbal and logical thinking, lead to the characteristic, atypical development of the personality of a deaf child.

Late-deafened people are people who lost their hearing at an age when their speech was more or less formed. The level of speech preservation depends on the age at which the child lost his hearing, the development of his speech and the conditions under which the child’s personality is formed.

If hearing impairment occurs between the ages of 2 and 5, but the child does not receive qualified assistance, he loses the sound composition of speech, vocabulary, and the ability to construct phrases. If you lose hearing after 5 years, your vocabulary and ability to express yourself correctly will be preserved. The main direction of correctional and developmental work in this case is to provide the child with feedback, the ability of auditory-visual-vibrational perception and understanding of the oral speech of those around her; in preserving the phonemic, lexical and grammatical aspects of one’s own speech.

If there is hearing loss in the period after the child masters written language, with the organization of individual assistance, vocabulary and oral speech can be maintained at a fairly high level. Late-deafened adults need similar assistance in ensuring the skills and abilities of auditory-visual-vibratory perception of oral speech and maintaining the clarity of their own speech. Considerable attention requires developing their confidence, willingness to communicate, and courage in meeting their communication needs.

Hearing loss in such children can be different - total, or close to deafness, or such that is observed in persons with reduced hearing. At the same time, in mental development, a severe mental reaction to the fact that they do not hear many sounds or hear them distortedly, and do not understand the addressed speech, comes to the fore. This sometimes leads to complete refusal from communicating with peers and even loved ones, sometimes to the onset of mental illness.

If such children have sufficient residual hearing, then correctional work with them can be done using hearing aids and developing lip reading skills. Since they already know the characteristics of sounds, this process happens faster for them, of course, provided they overcome the psychological barrier.

If total deafness occurs, it is necessary to use dactylology, written language and, possibly, gestures. Provided that a favorable environment is created for the upbringing and education of a late-deaf child, the development of his speech, cognitive and volitional qualities approaches normal.

Children with reduced hearing (hard of hearing) are children with partial hearing impairment, which does not prevent them from independently accumulating a certain vocabulary (often incomplete, somewhat distorted), mastering to a certain extent the grammatical structure of speech, although in general it leads to pronounced speech development disorders .

A child is considered hard of hearing if he begins to hear sounds in the range of 20-50 dB or more (first-degree hearing loss) and if he hears sounds with a height of 50-70 dB or more (second-degree hearing loss). Accordingly, the range of sounds in height varies among different children. In some children it is almost unlimited, in others it approaches the high-altitude hearing of the deaf. Some children who speak as hard of hearing are diagnosed with third-degree hearing loss, like the deaf, and the ability to perceive not only low-frequency sounds, but also medium-frequency sounds (in the range from 1000 to 4000 Hz) is noted.

When characterizing the mental development of this category of people, it is necessary to note certain deviations from the norm. And the point here is not only that the child does not hear well, that he has a physical disability, but that this deficiency leads to a number of disorders and developmental deviations. What comes to the fore here, of course, is speech underdevelopment. Options for speech development with this deviation are quite diverse and often depend on the individual psychophysical characteristics of the child and the social and living conditions in which he is raised and studies. But at the same time, defective development is caused by poor hearing, which leads to a change in the process of general development: hearing impairment, general underdevelopment of cognitive activity - underdevelopment of speech.

Speech underdevelopment takes on the character of a secondary deviation, which arises as a functional one against the background of abnormal development of the psyche as a whole. Since speech is a complex system with the help of which information encoded in words is transmitted and received, a child with hearing impairment is already early development experiences its insufficiency.

Poverty of vocabulary, distortion of speech development against the background of a disturbed auditory analyzer is reflected in the entire course of cognitive activity. Such a student has significant difficulties in developing reading and writing skills in the first stages of education, in mastering new texts, understanding and comprehending them. Distortions, insufficiencies, and abnormalities in vocabulary often create the impression that the child has mental retardation or, at best, a significant gap in knowledge about the world around him. This makes social interaction difficult for such a child. Since such children have a full-fledged intellectual sphere and are aware of their anomalies and problems, this has an even more negative impact on the formation of social interaction skills. Difficulties in verbal communication are main reason the emergence of conflict situations with peers, the formation of disturbances in the emotional-volitional sphere, manifestations of aggressiveness, and selfishness.

Features of the psychological and physiological development of children with hearing impairment

One of the important characteristics and properties of many objects and phenomena of animate and inanimate nature is sound, which in this capacity contributes to the formation of the child’s ideas about the world around him. Mastery of objective actions and knowledge of objects turns out to be closely related to the perception of sound as one of the properties of things. During the child’s sensory development, sound differentiations are formed: first, according to the principle “sounds - does not sound”, later - taking into account volume, timbre, pitch. Mastery of these characteristics contributes to a more complete objectivity of perception and its integrity.

Sound is one of the regulators of human behavior and activity. Regulation of behavior associated with a person’s orientation in space is characterized by both the selection of visually perceived objects and their localization based on spatial hearing. So, a child’s orientation in the environment depends on the ability of hearing to evaluate the spatial characteristics of objects. It is the spatial characteristics of sound that determine the cognitive component of auditory perception. The presence of sound sources in space, their movement, changes in volume and timbre of sound - all this provides the conditions for the most adequate behavior in the environment. Dynamic or temporal characteristics are of fundamental importance, since the severity of the sound process over time is specific sign sound. For the regulation of behavior, the emotional and evaluative characteristics of the auditory image are important. The form of the response changes especially strongly when extreme signals are perceived (crying, screaming, moaning).

The most significant role of auditory perception is for speech and music. Auditory perception develops primarily as a means of facilitating communication and interaction between people. Sound as an object of auditory perception is based on a clear communicative orientation. Already from the first months, the child’s auditory reactions are of a vivid social nature: the child reacts especially actively to the voice of a person, and above all, the mother. In the process of developing auditory speech recognition, an understanding of the statements of others is formed, and later, the baby’s own speech subsequently ensures the satisfaction of his need for communication.

The formation of auditory perception of oral speech is associated with the child’s mastery of a system of sound (phonetic) codes. The assimilation of the most important sign system for a person - phonemic - determines the development of speech as the main means of communication and knowledge of the world around us.

One of the important means of a child’s emotional and aesthetic development is music, sounds of nature, intonation and timbre of the voice.

Depending on the characteristics of objects that produce sounds, they differ from each other to a greater or lesser extent, which makes it possible to recognize an object using sound. We know the book or what fell from the table in the next room. The sound also reflects individual properties of objects, for example, size: we recognize whether the book that fell was large or small, etc. In addition to size, the material from which objects are made is recognized by sound, namely: cardboard, wood, metal, glass, etc. d. They appear in sound important signs internal structure, for example the presence of cavities in an opaque object. The sound reveals defects in the object (for example, a crack in a glass).

Thus, sound has a subject-cognitive meaning. The sound an object produces varies depending on the distance separating us from the source of the sound. This allows you not only to recognize the object that sounds, but also to determine how far away it is. Thanks to this equipment of the auditory analyzer, namely the spatial arrangement of both auditory receptors located on two opposite sides of the head, we are able to accept the directionality of the sound source. So, by hearing you can determine the location of an object, in other words, localize it in space.

Not only objects are cognized by hearing, but also processes, phenomena and events: the operation of machines, the activities of people, the movement and movement of objects. It is wrong to think that we only know our own different sounds, inherent in various objects, processes, phenomena. We perceive the characteristically complex, diverse sound of the overall environment, for example, a forest, a field, a seashore, a factory, big city etc. ; we can analyze it and determine the presence of various objects, their placement, movement, and also recognize what processes are occurring in the environment. It is possible to perceive many invisible objects by hearing. So, for example, not a single bird is visible in the forest during the day, but the spring hubbub not only indicates their presence: it is a choir, where each voice sings its own special song, with the help of which you can find out which bird it belongs to.

So, the reality around us is reflected thanks to the sounds emanating from it much more fully than when perceived with the help of vision alone. Sounds signal the presence of invisible objects and processes in visual perception in this area of the environment. The presence of sounds weakens the meaning of the inevitable “fragmentation”.

The importance of hearing turns out to be when it is necessary to quickly respond to sudden changes in the environment, about which it is primarily the sound that makes one aware. Without the perception of sound, changes in the surrounding world remain perceived until the last second, as a result of which difficult and even dangerous situations are created.

Not only sounds that arise independently of us, but also sounds generated by our activities, emanating from objects with which we come into contact, and which we use to regulate our behavior.

The operation of a machine, car, airplane, or combine is consciously controlled by hearing, since the nature of sounds and their changes signal the processes that take place inside them.

Hearing frees you from the need to frequently inspect your environment to determine whether significant changes are occurring in unseen parts of it. When we are busy working in a quiet room, the auditory analyzer turns out to be a kind of “sentinel” analyzer. It reflects changes that occur in a fairly wide environment, which is not visually perceived at this time. These changes are recognized and taken into account, which makes it possible to react immediately only to strictly special changes, to others - later, during a work break, and to others - for a long time, after all the work has been completed.

Thus, the perception of the sounds of the surrounding world, speech and music, in which the activity of the auditory analyzer is supported by the visual, tactile, motor, olfactory, appears important means development of the child's psyche.

Patterns of mental development of children in sensory conditions deprivation

A limited influx of information when one or more analyzers are disrupted creates unusual conditions for the development of the child’s psyche. Back in the thirties, L. S. Vygotsky put forward the position of complex structure abnormal development of the psyche of a child with a defect and pointed to a certain ratio of symptoms included in this structure. The primary symptom, having arisen in childhood, interferes with the normal development of the child’s psyche and leads to secondary deviations.

Of fundamental importance is the fact that secondary deviations in the development of mental processes are specific to a particular primary defect. Those processes are disrupted for the second time, the development of which normally depends on the primarily affected function. During abnormal development, the primary defect and secondary symptoms are in a natural interaction. Not only does the primary symptom create conditions for the occurrence of secondary symptoms, but secondary symptoms also increase the primary symptom.

It is known that the exclusion or reduction of the activity of the hearing organs as a result of congenital or acquired deafness or hearing loss in early childhood deprives the child of one of the most important sources of information and modifies his cognitive activity. Hearing impairment also negatively affects the formation of a child’s personality, which takes place in special conditions. L. S. Vygotsky considered sensory deprivation (lack of hearing or vision) as a kind of “social dislocation.” He believed that “the human eye and ear are not only physical organs, but also social organs,” therefore “a deficiency of the eye or ear” is, first of all, a loss of important social functions, a pathological degeneration of social functions, a displacement, a peculiar deformation of all behavioral systems .

The pathophysiological basis for the influence of hearing impairment on the neuropsychic state of a child is the well-known provisions of I.M. Sechenov and I.P. Pavlov, who indicated that the functional state of the central nervous system depends on the level of afferentation flow. That is, the activity of the central nervous system is supported by associative stimuli and at the same time depends on the number of all stimuli and their irradiation. First of all, this is a continuous relationship between information coming from the outside world, one’s own programs of motor actions, innate or acquired during the learning process, as well as existing information stored in the child’s memory as “past experience.”

When one of the analyzers “falls out,” compensatory mechanisms are activated, which in a certain way help to recreate a holistic picture of the world, but such compensation is not complete.

The uniqueness of the auditory analyzer lies in the fact that it plays a decisive role in the development of speech (primarily as a means of communication). Any education and intellectual development are possible only in the presence of a second signaling system, and this in turn is the basis for the development of thinking and the formation of mental activity.

Congenital or early acquired deafness or hearing loss, as a severe primary defect, leads to pronounced secondary deviations, peculiarities of personality formation and the uniqueness of the course of mental processes.

Chronic psychological trauma, which, of course, is sensory deprivation, leads to disorders not only in the psychological sphere, but also affects somatic condition children. Thus, according to V. Kovalev, due to the fact that hearing impairment is very often the result of infectious and toxic lesions of the central nervous system, cerebrasthenic and psychoorganic symptoms are common in the clinical picture; as shown in the study by Matveeva V. and Bardenstein L., deaf children do not have ongoing progressive brain diseases, but scattered neurological microsymptoms of a residual nature were found in the form of convergence insufficiency, partial strabismus, tremor of the eyelids and fingers, swaying in the Romberg position, nasolabial fold , decreased or increased tendon reflexes, expansion of reflexogenic zones. This symptomatology in each individual child was not represented by all of the given symptoms, but by a combination of 2-3 symptoms. With age pathological symptoms usually reduced.

According to Bardenstein L., in almost all studied deaf children, certain vascular-vegetative disorders are observed in the form of pale skin, increased vascular pattern on the chest and temples, bright red dermographism, acrocyanosis, local and general hyperhidrosis, pulse lability, dizziness , headaches. These phenomena were most pronounced at the age of 7-15 years and were somewhat reduced until the age of 17-19 years. It can be assumed that a group of pathological phenomena in defects of sensory systems and chronic somatic diseases heterogeneous in genesis: in the formation of pathological personality traits, both underlying factors (deafness, residual impairment, possible physical disabilities) and environmental disorders (educational defects, psychogenic disorders) take part, which are difficult to combine with each other in each individual case. Targeted clinical studies of the influence of sensory deprivation on the psychophysiological state of children began only in the second quarter of the twentieth century, but we still cannot create a holistic picture of the characteristics of the physical and mental state of a deaf and hard of hearing child.

Thus, according to A. Adler, many deaf people develop neuroses and other deviations as a consequence of the action of “innate” forces. But such an interpretation, of course, cannot reveal the true etiopathogenesis of personality disorders. I. Solomon notes that various neurotic disorders in the deaf are more common during certain age-related crises (3-4 years, 6-7 years, 13-14 years). The distribution of sensory-deprived people into two groups according to the dominance of certain psychopathological characteristics in each of them is interesting. Thus, I. Solomon includes children with the phenomena of unsociability and suspicion in the first group. They experience enuresis and uncontrollable actions in the form of nail biting, hair pulling, and the like. The other group included children with developed crying, irritability, affective lability and a tendency to aggressive actions.

According to V. Gilyarovsky, deafness often leads to significant personal deformations with a tendency toward paranoid attitudes. The cause of pathological changes in character is painfully altered reactivity combined with a gradually emerging feeling of inferiority.

T. Bilikiwecz considers the main cause of characterological disorders in the deaf not only auditory, but also social deprivation. V. Kovalev and A. Lichko attach great importance to the improper education of deaf and hard of hearing children, which leads to the formation of asthenic and hysterical personality traits.

According to B. Korsunskaya, V. Myasishchev, sensory deprived children experience mental development retardation syndrome due to partial delay intellectual development, etiologically associated with deafness and lack of speech (although according to Rozanova T., Rau M., the deaf do not have strict determinism and the development of the intellect of the deaf occurs on a sign basis). Electrophysiological studies have shown that when performing various thinking operations, in most cases, a friendly embrace of excitation of the muscles of the articulatory apparatus and the muscles of the hand is observed. This indicates the existence of a single unit within the speech motor analyzer of deaf people. functional system, combining the activities of articulatory and finger kinesthesia. Gradually the main role begins to belong to articulatory kinesthesia, but finger kinesthesia still does not lose its significance, and dactyl speech contributes to the mastery of the language of words, positively influencing the reproduction of the structure of the word. The conditioned reflex connections that arise between the articulum and the dactylemam are a kind of replacement for auditory control over pronunciation.

In deaf children, mental development retardation syndrome is observed, the core of which is a secondary partial delay in intellectual development, etiologically associated with deafness and its consequence - the absence of speech formation in the first years of life. It is expressed in a typical delay in verbal abstract-logical thinking, with the preservation of concrete forms of thinking. The syndrome also includes individual symptoms of emotional-volitional immaturity: instability of hobbies, interest, satiety, lack of independence, emotional lability with a tendency to affective outbursts, etc. We can say that these properties are only a manifestation of partial mental infantilism. These symptoms are most pronounced at the age of 7-11 years and decrease gradually as they grow older. Retardation syndrome becomes the background against which extreme neuropsychic disorders develop.

But, although the intellectual development of the deaf has fairly good prospects, retardation syndrome, especially in preschool age, has many symptoms of emotional-volitional immaturity (instability of interests, lack of independence, suggestibility, emotional lability with a tendency to affective outbursts), at the same time does not determine the full personality characteristics and are qualified by many authors (Matveev V., Lichko A.) as manifestations of partial mental infantilism.

The following specific patterns of mental development of children with hearing impairment can be identified.

1. Reduced ability to receive, process, store and use information.

In relation to visual information, with normal intelligence, it lasts up to 10-11 years.

2. Difficulty in verbal mediation.

3. Slowing down the process of concept formation.

4. disproportion in the development of individual mental processes.

5. The rate of mental development is reduced in the first years of life, and accelerates with age.

6. The level of mental development depends on personal qualities and correctional and developmental influence.

Special conditions for the development of children with hearing impairments

In the theory and practice of deaf pedagogy, there were two opposing points of view on the issue of the development of auditory perception and its role in the teaching and upbringing of children with hearing impairments. In some cases, auditory perception was clearly underestimated. There have even been unfounded concerns that special auditory exercises may have an adverse effect on the development of lip reading skills in children. The result of such underestimation was the complete neglect of auditory work in schools for children with hearing impairments, which in turn affected the quality of education, in particular the state of pronunciation, in deaf and hard of hearing children.

In other cases, the possibilities for developing auditory perception were extremely exaggerated, which led to the transformation of auditory work into an end in itself. The auditory work was tasked with “bringing out the state of practical deaf-muteness,” that is, transforming deaf children into hearing ones. Naturally, such a task turned out to be impossible, which in practice led to disappointment and a decline in interest in auditory work.

Observations show that, under the influence of life experience and in the process of language learning, the auditory perception of deaf and hard of hearing children develops to some extent even without special auditory exercises. It is often noted that upon entering kindergarten and school, a deaf child reacts only to a loud voice in the auricle itself or cannot find any traces of hearing, and upon repeated examination in the middle or at the end of the year, he is able to distinguish some non-speech sounds (bell , the sound of a bugle), and sometimes certain elements of the language based on the language material covered.

An important prerequisite for the development of auditory perception in children with impaired hearing is the formation of verbal speech in them. The mechanism of development of auditory perception in in this case should be understood as the establishment of conditional connections between auditory and kinesthetic stimuli corresponding to certain elements of language accessible to the hearing of a deaf or hard of hearing child. At the same time, in the process of speech formation, the actual auditory differentiations are refined.

A significant role in the development of auditory differentiation, in establishing connections between auditory and speech kinesthetic stimuli, i.e., in the development of auditory perception in children with hearing impairments, belongs to special auditory exercises.

The works of a number of Soviet scientists (S. V. Kravkov, B. M. Teplov, A. N. Leontiev) established great importance special exercises for developing and improving the functions of various analyzers, in particular the auditory analyzer.

As the experience of teaching deaf people with hearing loss, as well as hard of hearing children, has shown, the auditory perception of non-speech sounds and elements of speech under the influence of special exercises aimed at their comparisons and differences becomes more differentiated.

In our opinion, the main tasks of developing auditory perception and forming pronunciation in children with hearing loss are:

Maximum development of residual hearing

Strengthening the auditory component in conditions of auditory-visual speech perception

Expanding the concept of sounds environment

Using the polysensory basis of environmental perception for orientation

Maximum use of residual hearing for the formation of pronunciation and further development of speech

Improving communication skills on an auditory-visual basis, perception and speech production

Aesthetic education based on musical and rhythmic material

Use of sound amplification equipment in various acoustic conditions.

In the course of work on the development of auditory perception and the formation of pronunciation, the understanding of children with reduced hearing about the sounds of the environment is enriched, orientation in the world of sounds is improved and the possibilities of aesthetic education through musical means are expanded.

The development of auditory perception and the formation of pronunciation should occur under the condition of constant use of sound amplification equipment for collective use and individually selected hearing aids (if there are no medical contraindications for this). At the same time, it is recommended to develop the ability to perceive on an auditory basis, without the use of sound amplification equipment for collective use and individual hearing aids.

Consequently, individual lessons on the development of auditory perception and the formation of pronunciation, as a compensatory and adaptive component, should occupy their due place in the content of correctional and developmental work with students with hearing impairments, both in specially organized training and inclusive ones.

Among the main methodological provisions for organizing auditory-pronunciation work is the correspondence of the sound material to the child’s auditory capabilities. The development of auditory-pronunciation capabilities of both hearing-impaired and deaf students directly depends on the state of their auditory function. Despite this, in the course of work on the development of auditory perception, the hearing status of each student must be taken into account.

The next methodological principle for organizing auditory-pronunciation work is the importance of sound material, both speech and non-speech. At the initial stages of work, in order to develop auditory differentiations, it is advisable to select sounds that have a specific meaning and correlate with certain objects or actions. So, if the work is aimed at distinguishing or recognizing non-speech sounds from musical/sound toys or objects, then the child must become familiar with them visually, hold them in his hands, and try to reproduce the sound independently. When working on differentiating speech sounds, the teacher must include them in words and phrases and provide both auditory and visual reproduction of them in the form of written tables and visual displays of objects or actions to represent these words.

Sound material must be consistent and practiced under conditions of gradually increasing difficulties.

The criterion for determining the level of complexity of sounds is the acoustic proximity of the sounds that are being compared. Therefore, the closer the sounds are to each other, the finer they are and the more difficult it is to differentiate them, the further they are, the coarser they are, and, accordingly, easier to differentiate. Today, it is a well-known fact that it denies total deafness - the remnants of hearing to one degree or another in all children with hearing impairment. Therefore, work on the development of auditory perception should be carried out with all categories of children with hearing impairments - both deaf and hard of hearing, both with hearing aids, and with children who have medical contraindications to hearing aids.

Modern sound amplification, both individual and collective, opens up all or almost all available auditory hearing speech and non-speech sounds to a child with hearing impairment. Because the fact of the positive influence of residual hearing on the formation of spoken abilities and speech of the deaf and hard of hearing is indisputable. Consequently, as experience shows, in deaf children who have significant residual hearing (II, III, IV), the development of auditory perception helps to successfully overcome or prevent (subject to early correctional and developmental work) defects in the voice and pronunciation of vowels and most consonants, and also whole words and phrases. Difficulties arise only with reproducing the pitch of the voice, since the hearing range of most deaf people, in particular groups II-III, is insufficient for this.

In group I deaf people, who have relatively small hearing remnants, they must develop auditory perception to distinguish between acoustic and non-speech sounds, primarily to expand the concept of environmental sounds and use the multisensory basis of environmental perception for orientation.

The main methodological provisions that determine the structure of classes for the development of auditory perception are the following.

1. Correspondence of the sound material to the hearing abilities of children.

The state of the auditory function in deaf and hard-of-hearing children is far from the same, and therefore the capabilities they have for distinguishing between certain sound stimuli are also different. In this regard, when conducting classes on the development of auditory perception, the hearing status of each student should be taken into account, especially when working with sound-amplifying equipment.

Since usually in each class there are students with different hearing impairments, for special auditory classes it is advisable to form a group of children with approximately the same hearing condition or, even better, to conduct individual lessons.

2. Significance of (signal) sound material.

Both non-speech and speech sounds used to develop auditory differentiations should, if possible, be of a specific nature and correlated with some object or action. If the sounds made by toys or other sounding objects are differentiated, then the child must see these objects, hold them in his hands, and make them sound. If speech sounds are differentiated, then, if possible, they are included in words and phrases, and the words themselves are presented not only aurally, but also visually in written form, as well as in the form of showing the object or action itself denoted by this word, in kind or in an image. In cases where speech sounds cannot be differentiated and cannot be included in words, it is permissible to compare them in isolated form or in warehouses, however, even here it is necessary to resort to some kind of visualization - showing the corresponding letter or composition on the board or in the student’s notebook.

Gradual transition from coarse differentiations to more subtle ones. Sound material offered to children in auditory classes must be processed in a certain sequence, by moving from coarser differentiations to more subtle differentiations, i.e., in order of gradual increase in difficulty. The criterion for judging the degree of complexity of differentiation is, first of all, the greater or lesser acoustic proximity of the sounds being compared: the closer the sounds are compared to each other, the finer, the more difficult the differentiation; the farther they are from each other, the rougher it is, and therefore the easier the differentiation.

Exercises for the development of auditory perception are carried out mainly with vision turned off, for which the sound source - the teacher's mouth or a sounding object - is covered with a special screen or the child is placed with his back to the sound source. When carrying out such exercises, tactile and vibration sensations should also be excluded. To do this, it is necessary to prevent the child from coming into contact with those objects that vibrate under the influence of resonance (for example, a table top). When speaking into a child's ear, you should shield yourself with a piece of paper and the like. However, when familiarizing children with the material of future auditory exercises, as well as in case of difficulties during these exercises, visual and tactile-vibrational (lip reading, reading signs or inscriptions on the board, showing sound objects, touching the larynx when pronouncing sounds) are used to help auditory perception and etc.). Work on the development of auditory perception should be carried out with all children who have remnants of hearing. Due to the unreliability of the results of the initial study of auditory function in deaf children entering school without preschool preparation and kindergartens, auditory training in the preparatory class and in the first year of their stay in kindergarten should be done with all children. In classes on the development of auditory perception, it is necessary to regularly use sound-amplifying equipment, which allows you to bring the sound source closer to the child’s ear and makes it possible to conduct frontal classes with a group of students without unnecessary strain on the teacher’s voice. However, this kind of work should alternate with exercises without the use of sound-amplifying equipment, especially when conducting auditory training with hearing-impaired children, so as not to deprive children of training in the perception of sounds in a natural environment, without equipment. In addition, it must be borne in mind that even the most advanced equipment produces some distortion of sounds. Therefore, children should be taught to perceive non-speech sounds, as well as elements of language accessible to them in natural conditions, adjusting their volume, changing the strength of sounds and the distance from the sound source in accordance with the hearing data of children.

§ 1. The importance of the development of auditory perception

The development of auditory perception in a child of early and preschool age ensures the formation of ideas about the sound side of the surrounding world, orientation towards sound as one of the most important characteristics and properties of objects and phenomena of animate and inanimate nature. Mastery of sound characteristics contributes to the integrity of perception, which is important in the process of a child’s cognitive development.

Sound is one of the regulators of human behavior and activity. The presence of sound sources in space, the movement of sound objects, changes in the volume and timbre of sound - all this provides the conditions for the most adequate behavior in external environment. Binaural hearing, i.e. the ability to perceive sound with two ears, makes it possible to quite accurately localize objects in space.

Hearing has a special role in speech perception. Auditory perception develops primarily as a means of facilitating communication and interaction between people. In the process of developing auditory perception, as the auditory differentiation of speech becomes more precise, an understanding of the speech of others is formed, and then the child’s own speech. The formation of auditory perception of oral speech is associated with the child’s assimilation of a system of sound and phonetic codes. Mastery of the phonemic system and other components of pronunciation is the basis for the formation of a child’s own oral speech and determines the child’s active assimilation of human experience.

The perception of music is based on an auditory basis, which contributes to the formation of the emotional and aesthetic side of a child’s life, is a means of developing rhythmic ability, and enriches the motor sphere.

Disturbance in the activity of the auditory analyzer negatively affects various aspects of the child’s development, and above all causes severe speech disorders. A child with congenital or early acquired deafness does not develop speech, which creates serious obstacles to communication with others and indirectly affects the entire course of mental development. The hearing condition of a hearing-impaired child also creates obstacles to his speech development.

Introduction

Chapter I. Theoretical foundations of the development of auditory perception in preschool children

1 Development of auditory perception in normally developing preschoolers

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

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

4 Didactic game in correctional work with children with hearing impairments

Chapter 2. Study of auditory perception in preschool children with hearing impairments

1 Organization and methodology of the experiment

2 Analysis of the results of the conducted ascertaining experiment

Conclusions on Chapter 2

Chapter 3. Development of auditory perception in preschoolers with hearing impairments

Conclusions on Chapter 3

Conclusion

Bibliography

Introduction

hearing impairment didactic game

Provided a correct understanding of the essence of the defect and the characteristics that it caused, the problems of the comprehensive development of a child with one or another disorder can be solved successfully. It is important to identify a defect in the auditory analyzer in young children, since the disorder of auditory function is congenital or occurs in the first year of life, before the development of speech. Hearing loss interferes with the normal mental development of a child and slows down the process of acquiring 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, and rhythmic characteristics of sounds. Cognition is closely related to the perception of sound signals (B.M. Teplov, K.V. Tarasova, N.H. Shvachkin). The level of formation of these components of auditory perception becomes a factor in the development of communication and speech, as well as broad opportunities in the perception of the surrounding space.

Research by scientists summarizes scientific information on the study of the role of auditory perception in the speech and cognitive development of preschool children with hearing impairments (E.P. Kuzmicheva, E.I. Leongard, T.V. Pelymskaya, N.D. Shmatko). In the process of developing 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, and complicates its comprehension and understanding. The absence of speech or its underdevelopment becomes an obstacle to learning. The comprehension of speech and its verbal presentation is closely related to the assimilation of the content of the perceived material.

The development of auditory perception in children with dysfunction of the auditory analyzer is a primary task. Practical work in correctional institutions shows that the development of children with hearing impairments should be under the sign of continuously increasing opportunities for using hearing to master speech and the development of 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 types of activities. Hearing loss leads to delayed speech development, causes pronunciation defects, and 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 to study and develop auditory perception in preschool children with hearing impairments during correctional 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 pedagogical work with preschool children with hearing impairments.

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

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

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

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

3. To identify the level of development 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 assigned tasks, the following methods were used:

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

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

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

ChapterI. Theoretical foundations of the development of auditory perception in preschool children

.1 Development of auditory perception in normally developing preschool children

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

The primary processes that take place in the auditory analyzer: detection, discrimination of information, formation and recognition of an auditory image of an 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, upbringing, and natural personality traits. The sound image has a dynamic structure, which is determined by the change and interrelation of such basic parameters as pitch, timbre and volume. There are several sound groups: musical, technical, natural and speech. Sounds are perceived and correlated with standards accumulated by people in the process of long-term 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 quite accurately localize things in space; perception of proximity, direction, length of sounds; influences the development of spatio-temporal orientation in children.

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

sound characteristics. Among the factors of sound regulation of behavior, it is worth highlighting speech influence.

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

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

Newborn baby hears almost all sounds around him. Reactions primarily arise to the mother's voice, then to other sounds. A child's response to sounds develops after birth. In newborns, motor reactions appear in response to loud sounds. Auditory concentration begins to develop at 2-3 weeks of life. When exposed to loud sounds, newborns exhibit responses that manifest themselves in the form of general movement or complete calm. 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. Changes occur in the first month of life auditory system and the ability of a person’s hearing to perceive speech is revealed.

The child's auditory reactions are constantly improving. From 7-8 weeks of life, a child turns his head towards the voice and reacts to sounding toys and speech.

At 2-3 months The child is able to determine the direction of sound by turning his head and observes the sound source 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 speaker’s voice, rhythm and intonation of speech.

On 3-6 months: localizes sounds in space. The ability to distinguish sounds is further developed 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. Ananyev, 1960; A.V. Zaporozhets and D.B. Elkonin, 1964).

In the second half of the first year of life, sensory actions begin to emerge on the basis of already formed elementary sensory reactions. An important step at this age is situational understanding of speech and 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 calls to a child are a sign of the preservation of the auditory analyzer and the development of auditory perception.

First year of life: characterized as prelinguistic activity of auditory behavior. The child develops feedback, 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 development of babbling, and then the phonemic aspect 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 speech sounds.

Early age: the development of differentiated auditory perception of speech sounds occurs. Subsequently, the formation of auditory

function is characterized as a gradual refinement of the perception of the sound composition of speech. Mastery of phonetic elements involves the combined activity of the 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 and melodic design of phrases and intonation of speech.

So, auditory perception is actively improved and developed during the first years of a child’s life. Infancy, early and preschool age are a sensitive period in the development of auditory perception; at this time, the formation and development of the main components of hearing occurs. The correct formation of auditory perception depends on the nature of communication between adults and a child, the nature of communication between adults and a child, the preservation of the mechanisms of development of mental processes and the level of formation of various types of activities.

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

Children with hearing impairments have a number of characteristics in psychophysical development and communication. These features prevent them from developing successfully and acquiring knowledge and necessary skills. Hearing impairment not only affects the development of cognitive activity, but also makes it difficult to form speech and verbal thinking.

Hearing impairments that arise in the first years of life negatively affect the process of speech formation, the development of mental operations, and the emotional and personal development of the child.

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

Conducted violation - diseases of the outer and middle ear that respond well to treatment, and hearing is usually restored. The effectiveness of treatment directly depends on the timely detection of hearing loss. These diseases can lead to permanent hearing loss, even to a severe degree.

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

The combination of conductive and sensorineural forms of hearing loss refers to mixed form hearing impairment . In this case, medicine can help improve hearing, but without pedagogical assistance and the use of sound amplification 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 speech perception 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 speech acquisition becomes almost impossible.

Hearing loss - persistent hearing loss, which causes difficulties in speech perception, but is still possible. With hearing loss, there are significant differences in hearing status. Some children who are hard of hearing have difficulty hearing whispers. Others have difficulty hearing well-known words spoken loudly near their ears.

The group of children with hearing impairments includes: late-deafened children , those 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 impaired hearing - as a result of special training, because the latter are not able to independently use residual hearing to accumulate vocabulary and master speech. Children who are hard of hearing, compared to the deaf, can independently, at least to a minimal extent, accumulate a speech reserve and master oral speech. However, these children achieve the best results during the learning process.”

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

According to R. M. Boskis, speech, inaccessible to children without special training, affects their moral and mental development, and their ability to master various types of activities.

The conditions for speech development in children with hearing impairments are different compared to children with normal hearing. The lack of voice perception at the beginning of life does not create prerequisites for further mastery of speech. However, deaf infants 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 humming and screaming of a deaf child does not distinguish him from a hearing child. The vibration sensations experienced by the baby during vocal reactions evoke positive emotions in him and stimulate the development of vocal reactions. Children with hearing impairments begin to babble, but due to lack of auditory control, it gradually fades away. In the first year of life, deaf children experience delayed development of the prerequisites for mastering language ability. Due to impaired hearing, it is not possible for a child to master even a small number of words, which 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. In infancy, speech development is almost the same as in the deaf. But at an early age they exhibit a wide variety of vocal reactions. In the second year of life, they begin to 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 impairment at an early age, just like those who are hearing, strive for contact with adults and show interest in communication. Most children take into account the adult’s reactions: they respond to their comments or encouragement.

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

Research by L. V. Neumann (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 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 knowledge of the environment child of the world, the formation of sound images of objects and phenomena, enrichment of the sensory side of the child’s development. In the process of development of auditory perception, a multimodal perception of objects and phenomena should be formed (the use of different types of perception), ensured 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 individual signs and be combined with other types of perception: visual, tactile-motor, which involves examining an object, feeling, naming the object and its properties.

All exercises must be worn playful character, if possible, be associated with development of movements and 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 sounds of the surrounding world. In the process of all games for the development of auditory perception, the child’s speech hearing must constantly develop, i.e. training in speech understanding.

Important for the development of auditory perception is creation of an object-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 natural areas; the perception of their voices will also enrich the child’s sound world.

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 foundation of the pedagogical system is 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. Leongard, N. D. Shmatko, L. I. Rulenkova and others.

The basis of the pedagogical system was the following provisions:

· use of children's physiological capabilities;

· strengthening of the auditory component;

· improving the pronunciation side of speech;

· combination of work on the development of auditory perception with the general development of children;

· variety of educational programs;

· activation of 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 training in auditory perception of non-speech and speech sounds. It is important to train children in the proper use of sound amplification 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 conditioned motor reaction to sound;

Getting to know the sounds of the environment;

Teaching auditory perception of non-speech and speech sounds;

Teaching speech 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 sense the sound of speech signals. For example, a teacher of the deaf sits with a child at a table on which there is a pyramid. The teacher pronounces the syllable loudly and strings the ring onto the pyramid. Later he does this with the child’s hand. The task is played until the child begins to perform the action himself, when the teacher pronounces the syllable combination.

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

The work is carried out first in each individual lesson. When conducting classes, a sounding toy or syllable combination is used. For this exercise we use various syllables and syllable combinations:

· low-frequency (pupupu, tytytyty);

· mid-frequency (bababa, tatata);

· high-frequency (sisisi, tititi).

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

The teacher must reproduce sounds at 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 with the screen;

The teacher should not immediately remove the screen and look at the child 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.

Getting to know the sounds of the world around you

Attention should also be paid to introducing children to the sounds that surround them in the world around them. You need to learn how to respond to household noises. This work is carried out throughout the day by all hearing adults who surround the 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 your child to respond to sound emotionally.

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

Teaching listening comprehension of 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 surrounding world and for the proper 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.

Training in listening comprehension of non-speech and speech sounds is carried out in a certain sequence.

It is important to work on distinguishing non-speech and speech sounds both in frontal and individual lessons, as well as in musical ones.

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

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

Distinguishing between sounding toys

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

To this work was effective, you must also take 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 changes, but the repetition of one toy can be up to 2-3 times. This is important so that children do not try to guess what it sounds, but listen carefully.

Determining the number of sounds

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

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 a drum and a large number of them, the teacher teaches them to distinguish one or two, one or three beats from each other.

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

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

Distinguishing the length of sounds by ear

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

Distinguishing the loudness of sounds by ear

When working in the first lessons, some sounds can be

"objectify" For example: a loud sound corresponds to a large doll, and a quiet sound corresponds to a small one. Children can respond by showing pictures of large and small objects or reproducing the nature of sounds with toys.

Distinguishing by ear the continuity and tempo of sounds

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

In this work, it is important to maintain consistency: first, children become familiar with the length, continuity, tempo of sounds, volume and pitch. This is explained not only by the increasing auditory capabilities of children, but also by the ability to reproduce sounds.

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

· two-syllable rhythms ;

trisyllabic rhythms ;

· two-three syllable rhythms;

· repeating two-syllable rhythms.

To begin with, children are taught to determine the nature of 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 using ISA and always on an auditory basis.

Teaching listening comprehension of speech material

The process of teaching recognition by ear is parallel to learning discrimination by ear. Over time, the methods of perception improve and the child’s auditory vocabulary expands. It is important that the material for auditory recognition be varied each time.

Classes on learning to recognize and distinguish speech material by ear are conducted both with and without sound-amplifying equipment.

Recognition of speech material by ear

The teacher begins targeted training in recognition of auditory speech material.

To develop the actual auditory abilities, both unfamiliar and unfamiliar material should be offered to the ear. . The student needs to reproduce what he heard as accurately as possible.

The main task is for the perception of speech to become more and more accurate, the teacher needs to form a legible perception of it. This task can be realized only through many years of systematic and targeted studies that continue throughout preschool age.

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 correctional work with children with profound hearing loss. As a method of hearing aid, cochlear implantation returns to a person the physical ability to perceive 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 fairly 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 teacher-defectologist and the degree of parental involvement in the process

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

· detection of the presence or absence of acoustic signals (development of a conditioned motor reaction);

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

· distinguishing non-speech everyday signals, as well as human voices;

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

· definition various characteristics sounds;

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

· distinguishing and recognizing words, phrases and sentences;

· understanding continuous speech.

Auditory training becomes an interesting game for a child if the methodological techniques for learning to distinguish or recognize speech material are varied; this is especially important in preschool age.

1.4 Didactic game in correctional work with children with hearing impairments

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

Job. The game develops 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 didactic games in this case is a specific technology of problem-based learning and education. The play of a preschooler with hearing impairment has important feature: in it, cognitive activity represents self-development, since the result obtained was achieved independently.

Didactic games as a method of developing auditory perception contain great potential:

· arouses interest and promotes the development of attention;

· awakens cognitive processes;

· immerses children in everyday situations;

· teaches them to follow the rules, develops curiosity;

· consolidates already accumulated knowledge and skills.

A didactic game is a valuable means of cultivating intellectual activity; it activates mental processes and evokes in children an irresistible desire to know everything. A game can make any educational material interesting; it stimulates performance and helps to learn new knowledge. (S.L.Novoselova, 1977)

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

Types of games:

· trips,

· instructions,

· assumptions,

· puzzles,

· conversations.

Types of games:

· 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)

The didactic game has a certain structure. The following stand out: 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 conducted in the classroom:

· they should be based on children's favorite games. It is important to observe children, to understand which games they like more or less;

· each game certainly contains novelty;

· a game is not a lesson. Children should enjoy learning new things and always want to immerse themselves in a new game, and if they become bored, it must be replaced;

· emotional condition the teacher must comply. It is necessary not only to play the game itself, but also to play with the children;

· the game is a good diagnosis. The child shows himself in the game from all his best and not best sides. It is necessary to talk with children, and not take disciplinary measures against students who break the rules. It is important to analyze and understand who played what and how the conflict could have been avoided.

Games for the development of auditory perception should be accessible 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 - unique shape education and training of preschool children with hearing impairments, allowing to interest and captivate the preschooler; make his work productive not only on a psychological, but also on an intellectual level.

In didactic play, the child not only gains new knowledge, but also generalizes and consolidates previous knowledge. The interaction between the teacher and the child occurs in play activities, which allows you to establish emotional contact with him, at the same time develop auditory perception, and also have a positive impact on mental processes. So, the use of didactic games increases the level of development of auditory perception in preschool children with hearing impairments.

Chapter 2. Study of auditory perception in preschool children with hearing impairments

.1 Organization and methodology of the experiment

Purpose of the ascertaining experiment- identifying 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. develop a method for diagnosing auditory perception in preschool children with hearing impairments;

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

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

The experimental work was carried out in the state budgetary educational institution of the city of Moscow, secondary school No. 853, in its structural subdivision of the Logoton Center for Public Education and Training. For 1 month (September-October 2015).

The study involved 20 children: the experimental group (EG) included 10 children with hearing impairments aged 5-6 years. Of these, 4 people were diagnosed with conductive hearing loss of the second degree, four - sensorineural hearing loss of the 3rd degree and another one with sensorineural hearing loss of the 4th degree, three children also have sensorineural hearing loss of the second degree, seven children use individual hearing aids, and three do not have prosthetics at all. U

In preschoolers, there was a delay in mental development, the intellectual development of the remaining pupils was within the age norm. Most of of the study group has delayed speech development (6 people). Children attending kindergarten are raised by parents who do not have hearing impairments.

In order to conduct a comparative analysis of the ascertaining experiment, 10 children were included - a comparison group (CG) of the same age, also with hearing impairment, but using cochlear implants. Of these, 4 people were diagnosed with deafness, two had sensorineural hearing loss of the 3rd degree and another four had sensorineural hearing loss of the 4th degree, each had a cochlear implantation, as a result of which the threshold for the perception of sounds corresponds to degree II-III hearing loss. In 3 preschool children there was a delay in mental development, the intellectual development of the remaining pupils was within the age norm. Most of the study group had delayed speech development (7 people). Children attending kindergarten are raised by parents who do not have hearing impairments.

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

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

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

Preparatory stage

During the preparatory stage the following were used methods:

· analysis of pedagogical, psychological and medical documentation;

· observation of children in classes and during free activities;

· Conversations with teachers, 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 unfavorable factors in the anamnesis, the progress of the child’s development until admission to a preschool institution, early psychomotor and speech development, condition hearing, vision and intelligence. Table 1 and Figure 1 show the characteristics of the experimental group of children with hearing impairments without CIs.

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 of IV degree.
	Sensorineural hearing loss of I and II degrees.
	Sensorineural hearing loss of II and III degrees.
Prosthetics	Personalized hearing aid
	Not prosthetic
State of intelligence	Intelligence within
	age norm.

State of speech	ONR (III level)..
	Speech development 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 60% of children have intelligence within the age norm, and 40% of subjects have

there is mental retardation. The speech development of preschoolers in this category showed that 60% of pupils have general speech underdevelopment of level III, 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 had hearing impairments, but with CIs. Table No. 2 and Figure 2 present the characteristics of the comparative group of children with CIs.

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.
	Hearing loss degree III.
	Hearing loss degree IV.
Prosthetics
State of intelligence	Intelligence is within the age norm.
	Impaired mental function.
State of speech	A short phrase with agrammatisms.
	Expanded phrase with agrammatisms
	Single words, short memorized phrase
Additional violations

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

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

age norm, 30% of children have mental retardation. 40% of preschoolers used an ungrammatical short phrase, 40% used an extended phrase with agrammaticisms. 20% of subjects used individual words and short memorized phrases. The children in the study group used speech and natural gestures to communicate. The subjects in this category had an additional disorder, such as delayed speech development (50%), and the second half of the children had no additional disorders at all.

Main stage

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

· long and short sound (sound duration study);

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

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

· rhythm, alternation of accents (playing 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 teachers of the State Budgetary Educational Institution TSPPRIK “Logoton” under the leadership of L. I. Rulenkova. It contained 10 tasks that allowed us to study the features of auditory perception of non-speech and speech sounds. These tasks were of a playful nature, depending on its specifics, the children

performed various actions. For example, in response to the sound of a pipe, it was necessary to move the machine along a long or short path drawn on a sheet of paper, depending on the duration of the instrument’s sound, etc. The material was presented aurally: without hearing aids, with sound-amplifying equipment of the Verboton brand or another brand, with individual hearing aids. If the child was implanted, then the diagnosis was carried out through the processor (CI).

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

· 1) “+” - completed independently the first time - 3 points.

· 2) “+/-” - completed independently 2-3 times or with help - 2 points.

· 3) “-” - not fulfilled - 1 point.

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

Study of non-speech hearing

Studying the perception of long and short sounds.

Task No. 1.

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

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

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

Conclusion about the level of development:

Study of the perception of high and low sounds.

Task No. 2.

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

Equipment: musical instruments: tambourine, pipe, bell, drum, accordion, piano, barrel organ, pictures of 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 it sounded like. The task was given on an auditory basis.

Distinguishing the sounds of musical instruments: tambourine, pipe, bell, drum, accordion, piano, organ.