Journal of Social Sciences and Humanities Research Fundamentals
21
https://eipublication.com/index.php/jsshrf
TYPE
Original Research
PAGE NO.
21-24
DOI
OPEN ACCESS
SUBMITED
13 March 2025
ACCEPTED
09 April 2025
PUBLISHED
11 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Didactic Games as A
Means of Shaping the
Personality of Children
with Severe Speech
Disorders
Zukhra Akhmedova
Associate Professor, Department of Speech Therapy, Nizami Tashkent
State Pedagogical University, PhD, Uzbekistan
Abstract:
This paper investigates the features of
personality development in children with severe speech
impairments (SSI) and examines approaches to their
correction. It argues for the significance of didactic
games in the personality development of children with
SSI. Various types of personality development are
presented, alongside recommendations and illustrative
examples of didactic games intended to aid
practitioners
(speech
therapists,
educators,
psychologists) in their effective interaction with children
with SSI.
Keywords:
Severe speech impairments (SSI), didactic
games,
psychology,
pedagogy,
speech-language
pathology, personality, communication, cognitive,
sensory processing, perception.
Introduction:
The
fundamental
reforms
being
implemented in the socio-political, economic and
cultural life of our country pose important tasks to our
society, such as renewing education, which is
considered one of the priority areas of state policy, and
educating the younger generation as well-rounded
individuals who can meet the demands of the times, and
instilling the ideas of independence in their minds.
Every child receiving education and upbringing in
schools and preschool institutions is a comprehensively
formed individual based on the demands of the times,
and his full and active participation in social affairs is
closely related to the proper development of speech in
him.
Since our country gained independence, such urgent
issues as caring for children and adolescents with special
Journal of Social Sciences and Humanities Research Fundamentals
22
https://eipublication.com/index.php/jsshrf
Journal of Social Sciences and Humanities Research Fundamentals
educational needs, their healthy and harmonious
upbringing, social protection of their personal rights,
organization of the educational process in a
correctional and developmental manner, and ensuring
their place in the development of society as a result of
comprehensive equality with healthy children have not
been ignored by our state.
The concept of "person" is one of the most frequently
used concepts in psychology. All phenomena studied
by psychology are recorded around this concept. A
person is an individual who is a product of social and
interpersonal relations, a subject of conscious activity.
The most important classification related to a person is
his direct connection with complex social relations in
society, his being both an object and a subject in
relation to social activity. The most important of the
qualities that relate to a person is that he perceives
these external, social influences with his consciousness
and perception, and then acts as a subject of these
influences.
In the periods of a child's development, play activity in
preschool age, educational activity in school age, and
labor activity in after-school life are leading.
Observation of the behavior of children with severe
speech impairments shows that children actively learn
knowledge and experiences about the environment,
social life, along with play. Play, and later, educational
and labor activity, have a positive effect on the mental
and nervous systems of children, and also activate the
work of analyzers. Excitation and inhibition are traced
in the central nervous system, the function of control
and supervision is strengthened. This, in turn,
facilitates compensation and correction of deficiencies
in the process of education and upbringing. Since
preschool education is closely related to educational
activities, mutual knowledge and experience exchange
occur. Therefore, in the first year of education, the
avoidance of communication, frequent mood swings,
and affective states observed in some children at the
beginning of the school year gradually disappear, and
children begin to compare their capabilities with
others, catch up with others, strive for communication,
and form as individuals.
Child-centered education involves the organization of
a pedagogical environment and an educational process
adapted to the individual capabilities of the child.
Understanding, respecting, and trusting each child is of
great importance in this educational technology. Child-
speech therapist and child-child cooperation provide
the intended positive results. In the implementation of
child-centered education, it is very important to ensure
that conditions are created for the cognitive (mental),
communicative
(speech-communication),
socio-
emotional, and physical-motor development of
children in the educational institution. Taking into
account the age and specific developmental
characteristics of children in the educational process,
knowing and analyzing their personal qualities, and an
individual approach to their analysis follow from the
rules and requirements of modern youth psychology
and pedagogy. In this regard, taking into account the
differences in children's readiness, interests, and
different ways of acquiring knowledge are among the
main issues.
A complex moral quality of society arises in preschool
children with severe speech impairments, the desire to
make friends, play together, the desire to solve this or
that problem together, respect, like each other, the
ability to feel the sadness or joy of a friend, and other
social feelings. In preschool children with severe speech
impairments, the volitional characteristics of character
play an important role in the formation of personality,
the formation of interpersonal relationships.
In order to cultivate a sense of friendship between
children in this team and a sense of community, the
teacher must determine the capabilities of each child
and his place in this team. It is necessary to teach
children to work in a team, to take into account the
opinions of others in the team, and to help each other
when working in a team. As a result of research by
educators and psychologists who have conducted
scientific research on this topic, children are divided into
several groups depending on their attitude towards the
team in which they live.
The first group: children with a positive attitude. They
quickly make friends, are responsive and are respected
by team members. Children in this category are active
members of the team, and the coach relies on them to
establish team relations.
Those in the second group join the initiative of the active
members, but are unstable.
Those in the third group are shy, do not participate in
games, and are also weak in training. Such children need
special attention and help.
Since children are with their peers, the educator instills
in children a sense of respect for their peers,
responsibility, goodwill, and mutual assistance. Children
should try to teach them to greet adults, be neat,
orderly, help adults, and all good qualities.
The purpose of games organized to develop
interpersonal skills is to teach them to resolve conflict
and problem situations that arise in the process of
communication. What do games in this regard give
children?
-
Leads to increased observation in each of the
group members;
Journal of Social Sciences and Humanities Research Fundamentals
23
https://eipublication.com/index.php/jsshrf
Journal of Social Sciences and Humanities Research Fundamentals
-
Teaches to distinguish between the verbal and
non-verbal communication of the communication
partner, that is, the participants learn to read and
analyze the behavior, posture, and gestures of the
communication partner that do not match the words;
-
Teaches to master the ways of communicating
with the interlocutor in different situations;
-
Teaches to maintain normal behavior in
conflict and problem situations;
-
Teaches to better understand others, oneself,
and
relationships
between
people
during
communication;
-
Accelerates the process of self-awareness of a
person.
-
Teaches to compare the emotional state of
oneself and the interlocutor, to reduce emotional
tension in oneself.
In order for a speech therapist or psychologist to offer
games, exercises, and discussions designed to improve
interpersonal relationships during the game, he or she
must have knowledge of communication and
psychological knowledge in this area. Interpersonal
relationships are the most complex and fundamental
area of psychology, and without this knowledge, it is
impossible to organize the training process and ensure
its effectiveness.
Depending on the position in which people establish
communication in their relationships, 5 different types
of relationships are distinguished in psychology:
-
The competitive method - means that one
party in the communication process tries to control the
communication situation and take control of the entire
process, demonstrating dominance over the other
party. Usually, we can observe such a picture in the
relationship between seniors and juniors, between a
leader and a subordinate. In this case, the first party,
using its superiority, exerts its will over the second.
Naturally, from one communication to another, a
person who feels subordinate accumulates internal
discomfort and tension. This leads to an aggravation of
relations and, over time, the emergence of larger
conflicts.
-
Concession - is a situation similar to the above,
but different from it. In this case, a person is not
obliged to make concessions in the communication
process, but he considers himself obliged to make
concessions. If in the above example, subordination
occurs under pressure from another person, then in
the position of concession, the person voluntarily
supports this attitude. But after a certain time and
results, feelings of internal dissatisfaction begin to
appear in him. Giving in pushes a person to passivity,
stifles his inner initiative and limits his freedom. In many
ways, this position also leads to inevitable conflicts.
-
Passivity means that a person withdraws from
situations where it is necessary to resolve an issue,
postpones the decision under various pretexts. Often,
this kind of behavior can be manifested in the process
of resolving conflict situations. It can be said that
passivity is not an avoidance of conflict, but an
avoidance of resolving the issue completely. At this
point, the child may have an objection like "It is possible
that two people who disagree or have a conflict
between them can forgive each other over time, but
how can we understand this?" This objection is correct
from the outside, but if analyzed psychologically, even if
it seems to others that they have forgiven each other, in
fact, for a certain period of time they will remain in a
state of internal dissatisfaction with each other.
-
Compromise - that is, compromise. In conflict
situations, acting in the style of "You don't lose, I don't
lose either" is a situation in which both parties seek an
opportunity to get out of the controversial situation
without being offended. Of course, this is the most
effective of the above types of attitude. But this type of
attitude is aimed at resolving the situation right now,
acting in the style of "what if later". The negative aspect
of this is that if the problem is not resolved to the end,
a conflict may arise in the future.
-
Cooperation - this is a situation in which all
participants in the dialogue process take into account
the mutual interests of all participants and strive to
resolve the problematic situation to the end. In any
communication process, the end result to be achieved
in order to achieve cooperation must satisfy the
interests of both parties and be in line with their
interests.
In life situations, thinking and caring not only for one's
own interests, but also for the interests of others is the
key to cooperative relations. In modern psychology, the
laws and mechanisms for forming cooperative relations
have been sufficiently developed. Based on this
information, currently specially organized training
sessions are organized to provide children with
information about the implementation of cooperative
relations, and to form skills and competencies in human
communication in cooperation.
It should be noted that not only the style of the game,
but also the personal position of the speech therapist is
one of the leading factors in organizing and conducting
this process. That is, this style of relationship must have
become the speech therapist's belief and he must
demonstrate it at every step.
The following exercise must be carried out during the
game, which is intended to form interpersonal
Journal of Social Sciences and Humanities Research Fundamentals
24
https://eipublication.com/index.php/jsshrf
Journal of Social Sciences and Humanities Research Fundamentals
communication skills.
Each participant should be able to answer the question
"Who is the person in front of me?" In general, a
person should have as much information as possible
about the person in front of him.
Reading
and
retelling
literary,
pedagogical,
psychological, and artistic works in the formation of
interpersonal relationships in children gives good
results and effects. Below we give examples of games
that are conducted with children with severe speech
disabilities.
The game "Flying Birds":
Goal: to give children knowledge about birds, enrich
their speech, vocabulary, develop attention, memory,
and fine motor skills.
Equipment: bird puppets, pictures depicting birds.
Game progress: Educator - children, now is the golden
autumn season. Leaves are falling, the wind is blowing,
it is raining. Birds are also flying into their nests. Let's
remember the names of the birds, children. That's
right, dove, songbird, sparrow, swallow, crow, starling.
Which of our birds flies to warm countries? - swallow.
Which bird flies back in winter? - crow. Which birds live
in our country all year round? - dove, songbird,
sparrow, starling. Children are shown the flight
movements of birds and are asked to perform
movements. Children wave their arms and move lightly
on tiptoe.
“Put the symbols out” game:
Goal: to teach the child to think independently, to
develop mental activity.
Method of conducting the game. The child is shown a
table and explained how to work with it. The table
consists of several geometric shapes. The child must
put a slash (/) in the square, a dash (-) in the triangle, a
plus (+) in the circle, and a dot (.) in the rhombus, as
shown in the example. The child must complete this
task in 2 minutes. During the game, the defectologist
must first achieve that the child can independently
complete the task on his own.
“Cross
-
section pictures” game:
Goal: to check the level of development of perception,
visual-spatial analysis and synthesis, the formation of
demonstrative-motor thinking.
Equipment: a set of whole and cross-section pictures.
Pictures are cut into 3 and 4 parts.
Method of conducting the game: the experimenter
shows the parts of the cross-section of the picture,
does not say what object is depicted on it, and gives
instructions:
a) verbally and in a sign form: “assemble the picture
completely” or explains it through gestures. If the child
does not understand the task, the complete picture is
shown and the instructions are repeated or the picture
is disassembled and divided into parts again. If this help
is ineffective, the child is taught the sequence of
assembling the whole picture from the parts of the
picture by approximate guidance.
Didactic games help children develop a culture of
sensitivity. Children's ability to hear, see, and move
develops. In didactic games, the most necessary
volitional qualities are brought up, such as
perseverance, perseverance, and the ability to finish
what they have started. Didactic games help children
consolidate their knowledge of the environment, teach
them to apply the knowledge gained from their own
experiences and activities in practice, develop their
thinking abilities, creative abilities, sensory processes,
organize the knowledge they have acquired, and
increase the child's confidence in their own strengths
and talents. When determining the forms of work aimed
at implementing the education of their students, a
speech therapist working in a special educational
institution should rely on the individual characteristics
of their personality, while not forgetting to approach
the group of students individually.
REFERENCES
Abeleva I.Yu. Speech about speech: the human
communicative system. / I.Yu. Abeleva. - M.: Logos,
2004.
Ayupova M.Yu. Logopedics. National Society of
Philosophers.
–
T.: 2017.
Abramova G.S. Age Psychology. Textbook for
Universities. - M.: Academic Project. Alma Mater, 2005.
Batarshev A.V. Psychodiagnostics of Communication
Ability, or How to Determine Organizational and
Communicative Qualities of a Person. M., 2001.
Kolominsky Ya.L. Psychology of Relationships in Small
Groups. - Minsk, 2000.
Kalyagin V.A. Logopsychology. - M.: Academy, 2016.
Maksudova M.A. Psychology of communication.
Tashkent. Iqbol-Turon'', 2006.
