Volume 02 Issue 12-2022
48
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
48
-55
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The article discusses psychological and pedagogical support of, and care for children with severe speech disorders,
i.e. stuttering. The article deals with questions concerning the time when stuttering occurred, the forms in which
stuttering was expressed and the main causes of this severe speech disorder. It considers a therapeutic and
pedagogical complex to be recommended in order to overcome stuttering. Of practical significance to preschool
center teachers and parents of children with stuttering are 'the speech rules' which the article offers for stuttering
children. Implementation and further compliance with "the speech rules" are necessary to eliminate stuttering in
children and to form a new fluent speech skill. Useful tips are also offered to teachers and parents who provide
psychological and pedagogical help and support to children with stuttering during their complex remedial work.
KEYWORDS
Severe speech disorders, stuttering, logophobia, speech rules for stutter elimination.
INTRODUCTION
World Stuttering Awareness Day is celebrated on
October 22 every year. Millions of people around the
world suffer from this problem. According to the
psychological-pedagogical definition adopted in
Research Article
RULES FOR COMMUNICATING WITH PRESCHOOL CHILDREN WHO
STUTTER
Submission Date:
December 05, 2022,
Accepted Date:
December 13, 2022,
Published Date:
December 16, 2022
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume02Issue12-08
Sh.O.Abutova
Lecturer Speech Therapy Department Tashkent State Pedagogical University Named After Nizami Tashkent,
Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 12-2022
49
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
48
-55
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
speech therapy, this is a violation of the use of
communication tools.
Stuttering is considered a severe speech disorder.
Textbooks on speech therapy give the following
definitions of this speech defect. Stuttering is a
violation of the tempo-rhythmic aspect of speech due
to the contraction of the muscles of the speech
apparatus.
Stuttering is caused by muscle spasms of the speech
apparatus. Seizures can occur in some children in the
articulation department, in others - in the voice or
breathing departments. Three forms (or types) of
stuttering are distinguished according to the type of
seizures that occasionally appear in the process of oral
communication in different parts of the peripheral
speech apparatus: clonic, tonic, mixed.
THE MAIN RESULTS AND FINDINGS
The earliest and mildest form of stuttering is clonic,
which is manifested by seizures in the speech process -
repetition of sounds or syllables. At this stage, timely
and sufficient psycho-pedagogical support to the child
can stop the further development of stuttering.
Comprehensive psychological-pedagogical support to
the child should be provided not only by specialists, but
also by pedagogues of preschool educational
institutions (defectologist, music director, physical
education instructor, teacher) and parents. Adherence
to a certain "speech mode", "speech rules" by all
participants
and
compliance
with
corrective
recommendations regarding psycho-emotional loads
helps to reduce the frequency and activity of seizures
that cause stuttering in speech.
If a child with a clonic form of stuttering is not provided
with comprehensive psychological and pedagogical
support, then stuttering will strengthen and a
permanent pathological stereotype of speech will be
formed. Later, over time, the clonic form of stuttering
turns into a more severe form - tonic, in which long
stops and pauses appear at the beginning or in the
middle of speech. This stage indicates that the child has
stuttering for a long time and has not received special
psychological and pedagogical help aimed at
preventing stuttering. In the child's speech, a
persistent pathological stereotype is formed.
Eliminating such stuttering requires a long-term
complex medical-psychological-pedagogical approach
and treatment. Therefore, experts in this field argue
that it is easier to prevent stuttering than to cure it.
Stuttering is mixed: there is also a clonic-tonic or tonic-
clonic type, depending on the predominant nature of
seizures. This type of stuttering indicates that there are
two types of seizures, worsening and strengthening of
stuttering.
Stuttering is a complex speech disorder in which the
integrity and fluency of a person's speech is impaired.
It is the repetition or lengthening of sounds, syllables
Volume 02 Issue 12-2022
50
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
48
-55
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
or words, appearing in the form of pauses between
words. Stuttering can often manifest itself in the form
of hesitation when stopping or starting to speak.
Stuttering makes it difficult for a child to fully
communicate verbally with others.
Along with various speech impediments, there are also
a number of pathological signs in children who stutter.
For example, a violation of the tempo-rhythmic
organization of general motor skills. Synkenesis or
even hyperkinesis in the skeletal muscles, as well as
tricks that help the child hide stuttering and rhythmize
speech. For example, if a child stutters on the first "s"
sound in the word "water", then he will look for
another word without the "s" sound and replace it with
other words such as "tea, to drink". Gradually, the child
develops a psychological fixation on the defect. From
this moment, the fear of speaking - logophobia - can be
formed, which manifests itself by the end of preschool
age.
Stuttering can occur in children and adults of any age.
Stuttering is most common in children between 2 and
5 years of age. Some children with fast language
development begin to stutter at the age of 2-3 years. In
children with late general speech development,
stuttering may appear after 4-5 years. In any case,
stuttering in some children appears during the
formation of sentence speech, when speech becomes
a means of communication.
In determining ways to prevent or eliminate stuttering,
it is important to determine the causes that led to
speech disorders. For this, specialists conduct a
comprehensive examination and identify clonic or
tonic convulsions that lead to speech interruptions
with unexplained pauses. Examination to identify
genetic predisposition to stuttering, improper
upbringing, traumatic situations and other important
factors it is possible After receiving the results of the
examination, the speech therapist creates an individual
program of corrective and speech therapy work
sessions with the child.
In addition to specialist training, it is important to
maintain a corrective speech regime both in a
preschool educational institution for children and at
home: it is permissible to strictly follow the "rules of
speech" and correctional recommendations regarding
psycho-emotional loads. Such recommendations,
determined by a specialist dealing with a stuttering
child, include: "default mode", "speech restriction
mode", "speech protection mode", "special protection
mode" and others.
Recommendations for creating a correction regime for
a stuttering child should be implemented both in a
preschool
and
at
home.
Following
the
recommendations of parents and educators will help
to eliminate stuttering and develop proper fluency.
Speech rules for children who stutter
Volume 02 Issue 12-2022
51
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
48
-55
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
Pedagogical staff, educators and parents should
carefully master these rules of speech and show the
child who stutters correct examples of speech. You
need to speak slowly and calmly, pronounce all vowels
clearly. When pronouncing vowel sounds, you need to
clearly articulate them and open your mouth. All vowel
sounds should be pronounced with clear and active
movements of the lips. For example, for the sound "i"
the lips are stretched to the sides and brought to a
smile, for the sound "u" the lips are stretched in the
form of a tube.
During speech, relying on vowel sounds, they should
be pronounced without reduction (not shortened)
with emphasis and clearly, and consonants, on the
contrary, should be pronounced lightly, easily,
superficially and without emphasis. All sounds are
pronounced only when exhaling. Before saying a
sentence, it is permissible to think about what you
want to say, how to ask a question, how to answer, and
then speak in a clear, complete and complete form.
It is recommended to look into the eyes of the
interlocutor, the person you are addressing. When
answering a question, first of all, you should look into
the eyes of the person who asked the question, and
answer without haste.
Choose the optimal volume during speech, do not
speak too low or too loud. During the speech, it is
necessary to control the height, the position of the
head and limbs. If you need to speak standing up, then
you should straighten your height and stand, feet
should be shoulder width apart. If you have to sit down
and talk, then you should stand with your feet shoulder
width apart under the table. It is also important to sit
with your back straight, your back resting on the back
of your chair, and your shoulders not raised. Hands
should not be clenched into fists. It is not
recommended to throw your head back, to lower the
chin to the chest, the chin should be at a right angle to
the neck.
You should start speaking on exhalation. It is
recommended not to speak loudly and, if possible,
lower the tone of the voice. If the first word of the
sentence begins with a vowel, you should start
speaking slowly and in a slightly lowered tone of voice.
Long sentences should be broken into meaningful
parts. Each such part should be pronounced as a short
sentence. It is recommended to make pauses between
parts of the sentence. In order for the speech to be
calm and confident, it is necessary to lengthen the
pronunciation of the first vowels in the sentence and
connect all the words of the sentence with each other.
A very important means of expressiveness of speech is
the use of intonation tools (pauses, logical emphasis,
expressive
intonations,
volume
and
strength
modulations, clear diction, restrained speech tempo
and soft voice timbre).
Volume 02 Issue 12-2022
52
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
48
-55
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
Kinetics plays an important role in verbal
communication, it includes various expressive
gestures, facial movements, smiles, etc. It is important
to provide additional means of expression to stutterers
who have a communicative side of speech.
To develop new correct skills of fluent and expressive
speech, the following conditions should be observed in
order to make corrective work with a stuttering child
more successful.
Tips for teachers and parents
If the child stutters, it is impossible to give him speech
reprimands such as "speak correctly", "speak slowly",
"leave yourself free", "take a deep breath before
speaking". Do not talk about stuttering in front of the
child. If a child who stutters attends a group in a
preschool education organization, then educators
should not pay attention to the confused speech of a
child who stutters in front of other children, and should
not say a sentence that he could not finish because of
his stuttering. If the pedagogue ignores the child's
speech stuttering, other children will not notice the
problem.
The teacher should prevent and prevent the stuttering
child from being teased by peers, nicknamed or
excluded from common games. During the
conversation, it is important to let the child who
stutters feel that he is being listened to carefully and
calmly, while the listeners are not paying attention to
how the child is speaking at all. Allow the child to finish
speaking, do not interrupt or rush. It is necessary to
maintain contact with the child through constant gaze
and patiently wait for the child to finish speaking.
It is not recommended to ask the child a lot of
questions. In the process of communication with the
child, the speech of the pedagogue and parents should
be restrained and slowed down ("lazy"). A stuttering
child should be encouraged and praised as often and
appropriately as possible. In this case, it is not
recommended to pat the child's head and touch the
head at all. When working with a child who stutters, it
is necessary to take into account his interests and
support his initiative in the game. You should not ask
the child to do things that he cannot do because of his
characteristics. The child should be accepted and loved
as much as possible.
Eliminating stuttering is a medical-psychological-
pedagogical complex work consisting of two blocks.
The first block is focused on medical and wellness
activities. These events are organized by a doctor who
administers treatment with special drugs, prescribes
medical procedures, physical therapy exercises, etc.
The second block is devoted to the corrective
pedagogical effect. All participants of the correctional-
pedagogical
process
in
preschool
education
organizations, as well as parents of stuttering children,
participate in this effect. The main correctional work is
Volume 02 Issue 12-2022
53
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
48
-55
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
carried out by speech therapists and psychologists.
Logarithmic training should be mandatory and regular.
Pedagogical staff of all pre-school education
organizations carry out psychological and pedagogical
corrective
measures
according
to
the
recommendations of speech therapists, psychologists
and doctors.
Stuttering affects not only speech, rather, it can be
concluded that stuttering is easier to prevent than to
correct, as it is one of the most severe speech disorders
affecting other areas of the child's life - somatic,
neurological, psychological, motor, personal, etc.
CONCLUSION
Therefore, early detection of stuttering, preventive
psycho-pedagogical support of pedagogues and
doctors can prevent the consolidation of stuttering.
REFERENCES
1.
Abidova N.Z. Organizatsiya raboti uchitelya-
logopeda v usloviyax inklyuzivnoy praktiki //
maktab va hayot jurnali, № 4 (168) / 2022
2.
Абидова Н. З. Родителям о детях с
проблемами
зрения
//Педагогический
журнал. –
2014.
–
№. 1
-2.
–
С. 9
-16.
3.
Белякова Л.И. Основные логопедические
технологии, формирование плавной речи у
заикающихся // Дефектология.
- 2001. -
№4.
-
С. 49
-53.
4.
Богомолова А.И. Устранение заикания у
детей и подростков. Из опыта работы:
[
Электронный ресурс] / А.И. Богомолова //
www.pedlib
5.
Борисова
ЕА.
Совместная
работа
воспитателя и логопеда по преодолению
заикания и ОНР у детей старшей группы.
6.
Волкова ГА. Логопедическая ритмика.
-
М.:
Владос.
- 2002. -
272 с.
7.
Ворошилова
Е.Л.
Система
работы
с
заикающимися
дошкольниками
//
Воспитание
и
обучение
детей
с
нарушениями развития.
-2006. -
№2.
-
С. 30.
8.
Гегелия НА. Родителям о заикании детей и
подростков // Дефектология.
- 1998. -
№4.
-
С.
88-93.
9.
Гладковская Л.М. Использование песка и
воды
в
индивидуальной
работе
с
заикающимися детьми 5
-
6 лет // Логопед.
-
2008. -
№1.
-
С. 49
-56.
10.
Гладковская
Л.М.
Подгрупповые
комплексные
занятия
для
старших
дошкольников, страдающих заиканием //
Логопед.
- 2008. -
№8.
-
С. 60
-67.
11.
Гончарова Н. Коррекция заикания //
Дошкольное воспитание.
- 2005. -
№3.
-
С. 59.
12.
Казбанова Е.С. Развитие темпо
-
ритми
-
ческой организации детской речи как способ
профилактики заикания // Логопед.
- 2005. -
№6.
-
С. 28
-32.
Volume 02 Issue 12-2022
54
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
48
-55
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
13.
Картушина
М.Ю.
Конспекты
лого
-
ритмических занятий с детьми 6
-
7 лет.
-
М.:
Сфера.
- 2006. -
192 с.
14.
Комплексный метод преодоления заикания
у детей в условиях санатория: [Электронный
ресурс] / www.kved // Курортные ведомости.
-2009. -
№ 1 (52).
15.
Морозова Н.Ю. Как преодолеть заикание.
-
М.: Эксмо
-
пресс, 2002.
16.
Руденко И.И. Логопедическая ритмика для
дошкольников с речевой патологией //
Воспитание
и
обучение
детей
с
нарушениями развития.
- 2005. -
№1.
-
С. 14
-17.
17.
Sodikova. Sh.A "Pedagogy before school". T.:
Thought Boston 2013.
18.
Rasulov, A., Saparov, K., & Nizamov, A. (2021).
METHODS OF RESEARCH OF TOPONIMES. In
ЛУЧШАЯ ИССЛЕДОВАТЕЛЬСКАЯ РАБОТА
2021 (pp. 181-184). Rasulov, A., Saparov, K., &
Nizamov, A. (2021). METHODS OF RESEARCH
OF
TOPONIMES.
In
ЛУЧШАЯ
ИССЛЕДОВАТЕЛЬСКАЯ РАБОТА 2021 (pp. 181
-
184).
19.
Saparov, K., Rasulov, A., & Nizamov, A. (2021).
Problems of regionalization of geographical
names. In ИННОВАЦИИ В НАУКЕ, ОБЩЕСТВЕ,
ОБРАЗОВАНИИ (pp. 119
-121).
20.
Rasulov, A. B., & Rasulova, N. A. (2020).
METHODOLOGY
OF
GEOECOLOGICAL
INDICATORS
OF
SUSTAINABLE
DEVELOPMENT, GLOBAL GEOECOLOGICAL
INDICATORS.
In СОВРЕМЕННЫЕ НАУЧНЫЕ
ИССЛЕДОВАНИЯ: АКТУАЛЬНЫЕ ВОПРОСЫ,
ДОСТИЖЕНИЯ И ИННОВАЦИИ (pp. 302
-305).
21.
Rasulov, A. (2022, August). ANALYSIS OF
ECOLOGICAL SITUATION AND METHODS OF
ITS ASSESSMENT. In Conference Zone (pp. 24-
27).
22.
Rasulov, A., Saparov, K., & Nizamov, A. (2021).
THE IMPORTANCE OF THE STRATIGRAPHIC
LAYER IN TOPONYMICS. CURRENT RESEARCH
JOURNAL OF PEDAGOGICS, 2(12), 61-67.
23.
Kulmatov, R., Rasulov, A., Kulmatova, D.,
Rozilhodjaev, B., & Groll, M. (2015). The
modern problems of sustainable use and
management of irrigated lands on the example
of the Bukhara region (Uzbekistan). Journal of
Water Resource and Protection, 7(12), 956.
24.
Hojieva, Z. U. (2014). The Role of" Mark" in
Humanization of Didactic Relationships. In
Young Scientist USA (pp. 33-36).
25.
Khabibullaevich, R. B. (2022). The Importance
of Teaching Folk Crafts to Teachers of
Technological Education in the Educational
Process. Journal of Pedagogical Inventions and
Practices, 9, 118-120.
26.
Razzokov, B. K. (2022). The System Of
Formation Of Professional Culture Of Teachers
Of Future Technological Education Through
Volume 02 Issue 12-2022
55
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
12
Pages:
48
-55
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
National Values. Journal of Positive School
Psychology, 1659-1665.
