NEUROSYCHOLOGICAL FEATURES OF SPEECH DISTURBANCES IN YOUNG CHILDREN

Abstract

Speech, its development combines many factors, these are both biological and cultural and social. It is associated with the level of higher cortical functions, and in children it goes parallel with psychological education and communicative activity. According to the literary statistics of recent years, speech impairment in children reaches 20% of the general population, the numbers increase every year, thus, the problematic increase raises the issue of relevance (1, 3, 5). To date, the neuropsychological aspects of the formation of speech function in children have been studied in most detail. Normally, at the first stage, children try to understand the meaning of words, then, thanks to thinking, the child develops the ability to distinguish between words and their meanings, and only then the speech function is born as a high-order skill (2, 6, 7). It should be noted that in the implementation of the speech function, in addition to the cortical centers, interzonal connections, myelinization in postnatal ontogenesis, as well as commissural communication, are important. Speech delay is considered pathological, in the case of a severe lag of at least two standard deviations. Mental retardation of speech delay is additional to the general delay in developmental delay (4, 8, 10).