UDC: 376.36:81’367
Introduction.The speech development of non-verbal children requires special approaches, as they have not yet mastered even the most basic means of verbal communication. The key areas of speech-language therapy work are the formation of the phonological structure of words and the prerequisites for grammatical organization. These processes are based not only on speech functions but also on non-speech functions: spatial orientation, tempo-rhythmic organization of movements, and the ability to process information in a serial-sequential manner [7, pp. 24, 31; 15, p. 126].
Objective.The objective of this study is to examine the characteristics of the gradual development of the phonological structure of words and the prerequisites for grammatical speech patterns in non-verbal children, based on a combination of nonverbal and verbal exercises that incorporate motor, rhythmic, and sensory cues.
Main Section.The development of a word’s syllabic structure begins with the development of nonverbal prerequisites. At this stage, the child learns to reproduce rhythmic sequences of various modalities: laying out paths with mosaics, pebbles, or sticks; drawing long and short lines; and reacting to changes in the tempo of music (“Drawing Music”: fast music—red strokes; slow music—blue dots). Exercises such as “Musical Instruments” (distinguishing between long and short sounds) and associating sound with color or shape create the sensorimotor foundation for mastering the rhythmic structure of words [3, p. 118]. It is important that fine motor skills exercises (squeezing clothespins, stretching the interdigital folds, “Finger Walk” on buttons) directly influence the formation of syllabic structure due to the proximity of motor and speech areas in the cerebral cortex [7, p. 31; 15, p. 126].
The transition to verbal material occurs gradually. At first, the child utters simple chains of syllables (ta-ta, ga-ga) during the “Competition” game or while stacking the rings of a pyramid. The main goal of the initial stage is to refine the outline of the word, not the correct pronunciation of all sounds. Words with a simple syllabic structure are used: PGSG (cotton, lips), PGS (cat, here), PGSG (spider), PGSPSG (bag). The child is encouraged to say at least the stressed syllable or to reproduce the rhythmic pattern of the word while clapping, pressing paper clips into a board, or putting on Su-Jok rings. It is mandatory to combine and reflect the naming of pictures using the maximum number of sensory stimuli [7, p. 42; 9, p. 20; 15, p. 126].
The development of the prerequisites for grammatical structure in non-verbal children has an important feature: at the first stage, only the understanding of grammatical forms is developed, not active use. The child learns to distinguish between singular and plural (“fly-flies”), diminutive and affectionate forms (“ball-little ball” with a simultaneous change in hand tension), gender (“red – red”), the accusative case in the game “Feed the Animals” (“give a carrot to the rabbit”). Understanding simple prepositions and word-forming elements is important. The speech therapist does not require memorization of individual forms but creates conditions for the emergence of grammatical generalization [7, p. 61; 11, pp. 22, 103].
Phrasal speech develops in parallel. First, the child is encouraged to use predicate words: “here,” “there,” “yes,” “no,” “on.” Then modal verbs (“I want,” “I will,” “I can”) are introduced, which have high motivational value. An effective technique is combining object and story pictures with an arrow to form a two-word phrase (“the wasp is flying”), as well as games involving the reproduction of sequences (“Seat the guests”), which create an internal structure for the utterance [14, p. 74].
Conclusion.Thus, the development of the phonological structure of words and the foundations of grammatical structure in non-verbal children should be based on a step-by-step progression from nonverbal rhythmic and motor exercises to verbal ones. When working on syllabic structure, the key is to clarify the word’s outline using various motor and sensory stimuli (clothespins, applicators, “Finger Walk,” paper clips). In the formation of grammatical prerequisites, understanding—rather than the active use of grammatical forms—is the priority at the initial stage. The comprehensive use of these techniques ensures the development of verbal and nonverbal functions and creates a foundation for the subsequent mastery of phrasal speech [3, p. 118; 7, pp. 42, 61; 11, p. 103].
References:
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