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Development of communication skills in preschoolers with special educational needs


Author: Luchianenco Lilia
Degree:doctor of
Speciality: 13.00.03 - Special Pedagogics
Year:2021
Scientific adviser: Aurelia Racu
doctor habilitat, professor, Chisinau Pedagogical State University "Ion Creanga"
Institution: Chisinau Pedagogical State University "Ion Creanga"

Status

The thesis was presented on the 20 August, 2021
Approved by NCAA on the 26 November, 2021

Abstract

Adobe PDF document – 0.67 Mb / in romanian
Adobe PDF document – 0.56 Mb / in english

Thesis

CZU 376:373.2(043.3)

Adobe PDF document 3.54 Mb / in romanian
207 pages

Keywords

competence, communication, language, language, polyphonic dyslalia, development, efficiency, preschool, family, play, special educational need

Summary

Development of communication skills in preschoolers with special educational needs PhD thesis in education sciences, Chisinau, 2021 The volume and structure of the thesis. The thesis contains introduction, three chapters, general conclusions and recommendations, bibliography (253 sources), 40 annexes. In total, the thesis contains 131 basic text pages, 24 figures and 16 tables. The research results were published in 7 scientific papers. Keywords: competence, communication, language, language, polyphonic dyslalia, development, efficiency, preschool, family, play, special educational needs. Field of study: refers to the theory and practice of special pedagogy. The aim of the research is to develop and experimentally validate the conditions and theoretical-practical strategies of the process, which will include the psycho-pedagogical model to streamline the development of communication skills in preschoolers with polyphonemic dyslalia. Research objectives: establishing the conceptual framework for the development of communication skills in preschoolers; identifying the components of communication competence in preschoolers; determining the principles, conditions and psychopedagogical strategies of efficiency in preschoolers polyphonemic dyslalia; assessment of communication skills to assess the area of current development and the area of forthcoming development; arguing the family's collaboration with the early education institution in the context of developing communication skills in preschoolers with polyphonic dyslalia; elaboration, experimentation and validation of the psycho-pedagogical model for streamlining the development of communication competence in preschoolers with polyphonemic dyslalia. The novelty and scientific originality of the research consists in conceptualizing the development of communication competence in preschoolers with polyphonemic dyslalia and approaching the in-depth study of the conditions and psycho-pedagogical strategies for the development of the nominated competence. Likewise, the aspect is new and original, demonstrating the developmental impact of communication skills on the formation of preschoolers with polyphonemic dyslalia by developing and validating scientificmethodological guides and supports in the development of communication skills in preschoolers with polyphonemic dyslalia. The scientific results obtained in the research consist in the validat ion and implementation of the psycho-pedagogical tools for the development of the communication competence, structured in the psycho-pedagogical model targeted, experienced and validated in the early education institution. The theoretical value of the research consists in analyzing the evolut ion of the concept of communication competence, establishing methods for developing communication competence in preschoolers with special educational needs and theoretical and practical substantiation of the psycho-pedagogical model to streamline the development of communication skills in preschoolers with polyphonic dyslalia.