The development of speech in preschool children has been and remains one of the most pressing and important problems of pedagogy and psychology. The importance and significance of this problem lies not only in the fact that it gives an idea of the general patterns of child development, but also introduces the peculiarities of the formation of the personality of a preschooler.
An undoubted contribution to the development of speech development methods was made by K.D. Ushinsky, the idea of nationality that he developed found its response. Including the idea of introducing children to the national culture of the people was and remains relevant. Central to his vast heritage is the teaching of the mother tongue. K.D. Ushinsky outlined the main theoretical principles regarding the role of the native language in the formation of a person in the books “Native Word”, “Children’s World”, “Man as a Subject of Education”.
In his opinion, language is the result of the influence of the objective world on a person and the person’s relationship to it; language reflects the centuries-old experience of the spiritual life of the people (the experience of knowledge, the experience of the moral life of the people, the experience of their aesthetic views), which is transmitted through language to subsequent generations. These and other provisions are the core of his pedagogical concept and determine the methodology he developed for teaching his native language.
A significant contribution was made by E.I. Tikheeva, under whose authorship a domestic system of work on the development of speech in children of early and preschool age was developed. It was E.I. Tikheeva who substantiated the need to develop the speech of preschoolers, formed the goal of the kindergarten’s work in this section, determined the theoretical foundations of the methodology, the main directions of work on speech development, developed the most important sections of the methodology: speech development in the first years of a child’s life, children’s dictionary, classes according to the living word. She poses problematic questions about the need for the development of grammatical structure, the sound culture of a child’s speech, and teaching literacy.
He considers the most important theoretical principles of the method to be the development of speech in communication and activity, and comes to the idea of the need for an adult’s learning influence on the development of a preschooler’s speech and the possibility of creating a program for speech development. The program developed by E.I. Tikheeva was built on the basis of a linguistic approach to speech development: from sound to word, from word to coherent speech. Thus, coherent speech was the last stage in the development of speech in preschool children, and the dictionary was considered as a tool for its development.
In developing these ideas, E.I. Tikheeva returns to the ideas of I.G. Pestalozzi. Therefore, the development of vocabulary in preschool children becomes a central task. An interesting fact is that the theoretical foundations of vocabulary work proposed by E.I. Tikheyeva, a cycle of classes on vocabulary development (excursions, games-activities with toys, inspection of objects, exercises), didactic materials and games (didactic pictures, pictures, etc.), conditions for the development of vocabulary in the process of play and work - all this became a guide to action for subsequent generations of practical workers in preschool education.
It is necessary to note the relevance and significance of those provisions put forward by E.I. Tikheeva on the issue of dictionary work: a visual, sensory basis for the development of the dictionary; active activity position of the child himself; taking into account the interests and capabilities of children; the need to activate children's speech in classes and in everyday communication; creation of a specially organized environment, meaningful communication with children; the need for an adult’s teaching position in the development of children’s speech; the importance of special professional training for teachers to work with preschool children.
E.I. Tikheeva pays great attention to the issues of training personnel for preschool organizations. It defines the requirements for the training of a kindergarten teacher, for example the following: having a higher pedagogical education, knowledge of the psychology of a preschool child, the ability to study it, the ability to bring the work of a kindergarten closer to theory, requirements for the competent and correct speech of the teacher himself.
It was E.I. Tikheeva who came up with the idea of creating a program for the development of speech in preschool children, which was evaluated and implemented only a quarter of a century later; the idea of the possibility of mastering concepts and reflecting them in the speech of preschoolers; the idea of planning work on speech development; the idea of combining learning and everyday communication with the child for targeted language acquisition; the idea of the need for constant support and assessment of the child’s speech achievements in the pedagogical process.
E.I. Tikheeva created her own system of teaching children’s native language in preschool organizations, the leading principles of which are the following:
-activity approach to speech development - speech develops in activity, and above all, in play, through play, in work;
- the relationship between speech development and other aspects of educating a child’s personality (mental, sensory, social, aesthetic, physical education);
-visuality in learning – the child’s language develops visually, and only in the material world will each new word become the property of the child in connection with a clear, concrete idea;
- gradualism and repetition. E.I. Tikheeva advised to gradually increase the number of subjects;; gradually move from listing objects to listing the characteristics and qualities of objects, from individual conversations to collective ones, from the perception of unfamiliar objects to objects that are familiar, but not currently observed, etc.
E.A. Flerina had a significant influence on the development of speech development methods. She viewed teaching her native language in line with the traditions of the national methodology. E.A. Flerina put the content of the speech in the first place. She believed that to enrich the content of speech, sufficient personal experience of the child is necessary; the most productive methods of accumulating experience, according to E.A. Flerina, are observation, play, work, experiment. The clearer, more specific and emotional the accumulation of experience is, the more successfully and with greater interest children rely on it in conversations and conversations.
It should be noted that among the speech tasks E.A. Fleurina emphasized expanding the vocabulary, enriching the structure of speech, working on pure pronunciation, speech culture, its expressiveness, familiarity with fiction, the development of children's verbal creativity, and mastering various forms of living words. She considered the social environment and the organization of the developmental environment in a preschool organization to be important factors in speech development.
E.A. Flerina is credited with creating a system of work to familiarize preschoolers with fiction and introduce them to the art of words. She determined the importance of fiction in the education of preschool children, highlighted the peculiarities of the perception of literary works, identified criteria for selecting works, gave a classification of children's books according to the thematic principle, and developed in detail a methodology for artistic reading and storytelling depending on the age of the children.
An important achievement in the development of the theoretical positions of the methodology was the study of A.M. Leushina under the leadership of S.L. Rubinstein. This collaboration between a psychologist and a teacher, aimed at studying the coherent speech of preschool children under the conditions of pedagogical influence, made it possible to reveal the genesis of coherent speech in general, as well as the true possibilities of a child’s speech development, and to show the pedagogical conditions of this development.
In the works of A.M. Leushina and S.L. Rubinstein for the first time the concept of coherent speech is revealed in connection with the child’s thinking and is associated with the development of mental functions. This gave a new understanding of the semantic core of the methodology and clarified the subject of the methodology for the development of speech as a science. Psychological and pedagogical theoretical and experimental research by A.M. Leushina showed the illegality of identifying such concepts as “language” and “speech”. It was the definition of the unit of speech that made it possible to reconsider the purpose of work on speech development in kindergarten and set priority tasks. Based on the leading communicative function of speech in preschool age, the main goal was the development of speech as a universal means of communication between the child and people around him. To achieve this goal, it is necessary to solve a number of problems, the main one of which is the formation of coherent speech in preschool children. Solving other speech problems (development of vocabulary, grammatical structure, sound culture of speech) is aimed at improving coherent speech as the child grows up.
Developing the conditions for the gradual replacement of a child’s situational speech with contextual one, A.M. Leushina especially emphasizes the role of the adult. An undoubted pressing issue in the works of A.M. Leushina was that she developed a new theory of retelling, which forced her to radically reconsider her attitude towards this type of speech task. This discovery has put forward new requirements for the retelling technique, ranging from the selection of texts, where it is not so much the volume that is important, but the structure, to a specific management technique. These current provisions in relation to issues of speech development in preschoolers have found their distribution and further improvement in the research of A.I. Sorokina, A.F. Uspenskaya, V.R. Bespalova and others.
Thus, it can be noted that in solving methodological issues of children’s speech development, teaching methods are beginning to occupy an increasing place, and activities are beginning to dominate in the forms of work with children.
A student and follower of A.M. Leushina, Vera Iosifovna Loginova, contributes to the development of methods for developing the speech of preschool children. As a result of a detailed analysis of the historical heritage of K.D. Ushinsky and E.I. Tikheeva, relying on the mental research of S.L. Rubinstein, A.V. Zaporozhets, A.A. Leontiev, Vera Iosifovna develops a coherent, logical theory of vocabulary work. This theory made it possible to radically change the accepted ideas about the patterns of speech development in preschool children. The high effectiveness and promise of scientific research, the scientific and practical significance of the results allow V.I. Loginova to rightly be called the author of modern theory and methods of vocabulary work with preschool children. Developing methods for the development of coherent speech in children, V.I. Loginova offers her original author’s classification of language teaching methods. This classification is constructed in accordance with the logic and psychology of mastering a monologue, the age characteristics of preschool children, and takes into account the sequence in which a child masters the skills of monologue coherent speech.
The classes developed by V.I. Loginova on speech development represent an organic unity of pedagogically sound scientific content, impeccable logic and fun children's games. When organizing classes, special attention is paid to motivating the child’s activities. The educational task solved within the framework of the lesson is always presented in the form of an interesting game or creative situation.
Following the principle of conformity to nature, which involves taking into account the age characteristics of children, studying the personality of each child and designing work with him, V.I. Loginova asserts the need to use various forms of work with children - both collective, subgroup and individual.
The candidate dissertations of O.N. Somkova, O.V. Akulova and other researchers were devoted to the study of such important issues as: the influence of system knowledge on the formation and development of artistic and speech creative activity of a preschool child, the role of modern children's literature in the development of a preschool child.
Doctor of Pedagogical Sciences, Professor V.I. Loginova created a large scientific school of specialists in speech development methods. Knowledge of leading domestic and foreign theories and trends in the development of pedagogy, psychology and linguistics allowed her to see the prospects for the development of science and predict its priority areas for research. A whole direction of scientific research has emerged on the impact of learning a foreign language on the development of a child’s speech, on the linguistic aspects of a child’s acquisition of his native language.
It is thanks to the talent of V.I. Loginova as a scientist and teacher, her scientific passion and hard work that in a relatively short period of scientific activity in the field of methods of speech development, her scientific heritage includes a whole range of studied problems: from the history of the formation of methods for the development of speech in preschool children to specific methodological issues and promising directions for its development.
Thus, analyzing the contribution of teacher researchers to the development of methods for the development of speech in preschool children, we note the following: the content of the method has been significantly enriched, thanks to research, the method of speech development has finally emerged from the narrow methodological framework and turned into a science that has stood on a solid theoretical basis; the subject of the methodology for the development of speech as a science was defined, the basic concepts and most important methods were developed, and a theoretical basis was provided for understanding and studying specific issues of the methodology.
Article “From the history of the development of speech therapy in Russia (IX – XX centuries)”
Grafova N.A.
Municipal budgetary educational institution secondary school No. 12, city district Kolomna
Scientific supervisor - N.P. Shchetinina Ph.D., Associate Professor Department of Pedagogy and Management in Education of the Federal State Budgetary Educational Institution of Higher Education "Russian State University named after S.A. Yesenin"
From the history of the development of speech therapy in Russia
( IX
– XX centuries)
Abstract:
the article is devoted to the formation of speech therapy as a branch of pedagogical science.
The author reveals historical aspects of the development of speech therapy, from the times of Ancient Rus' to the present; analyzes the views of domestic scientists on the problem. Key words:
correctional work, development, defect, speech, sound pronunciation, speech therapy.
Abstract:
the article is devoted to the questions of logopedia formation as a branch of pedagogical sciences.
The author discloses historical aspects of logopedia development since Ancient Russia till modern time, analyzes views of Russian scientists on the problem. Keywords : correctional work, developmental, defect, speech, zvukoproiznoshenija, speech therapy.
Speech therapy, before it became a branch of pedagogical science, went through a long path of historical development.
The development of speech therapy in Russia had its own characteristics, since it was constantly adapting to scientific canons, which were not always related to correctional work.
Researchers date the first mentions of problems in the development of children's speech to the period of Ancient Rus', where in the surviving chronicles, proverbs, sayings and beliefs there are ideas of the ancient Slavs about speech disorders: linguistic disease (speech disease), tongue-tied (not speaking quickly, speaking with difficulty), stagnation (slowness), goofy (speaking through the nose, nasal), faflu (lisp), stuttering (stuttering), dumb (deprived of the way to speak (“Deaf and dumb”) and others [4].
As such, the ancient Slavs did not have a clear distinction between different speech defects, but already at that time one can find that speech and hearing defects were distinguished (mute and deaf); deficiencies in sound pronunciation (tongue-tied, foflet, alalyka, kortavlenye), deficiencies in voice (humming), tempo (stammering), and phrasal speech (dumbness, muteness, humming). But they understood speech defects as a disease, an ailment sent to a person by higher or dark forces. And it is worth noting that the ancient Slavs did not have generally accepted and clear terms for these disorders [3, 62-63].
Since the 18th century, the development of speech therapy has become more active and expanded. Thus, we find interesting ideas about the development of children’s speech in the works of M.V. Lomonosov, A.N. Radishcheva .
M.V. Lomonosov (1711 - 1765) assigned a large role to exercises that developed correct expressive speech, compliance with certain rules of speech, and exercises for voice strength. He saw the dependence of clear and correct speech on special speech exercises, and considered it obligatory to exercise the strength of the voice, use pauses, monitor intonation and the use of gestures [3, 117]. A.N. Radishchev (1749 - 1802) considered speech in close connection with all mental processes. He expressed the idea that it is possible for a person to do without loud speech; in this case, one can speak with body movements. His main merit is in considering the development of speech in close connection with all mental processes [3, 123].
K.D. Ushinsky (1824 - 1870) pointed out that it is important not only to educate a child, but also to study his physical and psychological characteristics. He wrote: “If pedagogy wants to educate a person in all respects, then it must first get to know him in all respects. Sciences that will help the teacher study the child from all sides, K.D. Ushinsky named «
anthropological sciences." He attached particular importance to physiology, anatomy, psychology, and logic, which gradually became part of the mandatory range of professional knowledge of teachers, thanks to the extensive translated literature that appeared in Russia at that time. Psychology, physiology and logic K.D. Ushinsky considered “the main foundations of pedagogy” [6].
He also considered it important to study such processes as memory, attention, emotions, and will. K.D. Ushinsky tried to approach the examination of speech from a physiological position. “In the various movements that cause human speech, not just one nerve takes part, but a whole system of nerves and muscles.” He points out what the disruption of the nerve leads to: “the trigeminal controls the movements of the lower jaw. Due to paresis, the movement of the lower jaw is impaired.” In addition, he attached great importance to the social environment in the development of children's speech, noting that a person raised alone will be mute. He also considered the importance of written language and developed a method for teaching reading and writing [3].
K.D. Ushinsky paid attention to systematic exercises in the development of children's speech. The development of oral and written speech was considered as the formation of a skill. He believed that educators and teachers should not only form skills and habits, but also correct acquired ones. In the process of re-educating a child, one should delve into the cause and act against the cause, and not against the effect. Among the disadvantages of K.D. Ushinsky attributed incorrect sound pronunciation, deficiencies in the grammatical structure of speech, as well as excessive smooth empty speech [3].
In 1893 A.V. Bezlyudova, exploring the problem of the development of speech therapy science in Russia, starting from the second half of the 19th century, identified four stages:
First stage (1825 – 1860)
Second stage (1861 – 1880)
Third stage (1881 – 1900)
.
Fourth stage (1901 – 1925)
[1].
First stage (1825 – 1860).
In Russia, until the second quarter of the 19th century, there was no special research on speech therapy. The first work was “On Stuttering” (1838) by Christopher Lagouzin. At this stage, the material on speech pathology was mainly contained in translations and reviews of works by foreign authors. But H. Lagusen's monograph is superior to the work of foreign scientists. If in foreign studies there was an empirical approach, then in the monograph by H. Lagusen there was a research approach. When analyzing speech disorders, he implemented the principle of consistency and systematicity.
Many authors' methods for overcoming speech disorders were symptomatic and medical in nature. Some authors referred to the use of special medical methods. A number of works contained indications of didactic methods, but they were of a training nature: the nurse, working with children who stutter, spent a long time strengthening the pronunciation of difficult syllables.
At this stage, the foundations were created for the formation in Russia of an independent field of knowledge about speech pathology.
Second stage (1861 – 1880).
Along with the works of foreign researchers, the works of domestic scientists are beginning to appear, in which many problems of speech pathology are solved. Priority in research on a number of problems of aphasia belonged to A.Ya. Kozhevnikov (1874), V.M. Tarnovsky (1867, 1868).
During this period, many speech disorders are studied - stuttering, aphasia, tongue-tiedness, rhinolalia, tachylalia.
In Russia, from a number of medical sciences and psychology, a special field of knowledge is distinguished - speech pathology (A. Kusmaul, 1877); speech therapy as a science has not yet developed. In addition to methods for overcoming stuttering, methods for correcting sound pronunciation, rhinolalia, and tachylalia are beginning to be developed, but they are of a training nature. Medical methods are more often used to correct speech and voice disorders.
Priority in research on a number of problems of aphasia belonged to A.Ya. Kozhevnikov (1874), V.M. Tarnovsky (1867, 1868).
Third stage. (1881 – 1900).
The works of domestic authors appeared on a par with the works of foreign ones. There are two main approaches to the study of speech disorders: mechanistic and functional.
In the works of V.F. Oltushevsky, V.F. Khmelevsky, I.A. Sikorsky, T.A. Andrus and others widely used the principle of systematicity. The etiology, mechanism, symptoms, dynamics and methods of overcoming and preventing speech disorders are often analyzed in conjunction, and the principle of development is used. Speech pathology is considered as a process, the nature of which depends on various factors. A separate area of knowledge is highlighted - logopathology. Speech therapy is gradually emerging as a pedagogical science. New methods for eliminating speech defects are being developed, anatomical, physiological and other factors are taken into account, and the role of the individual and the microsocial environment is taken into account.
The fourth stage (1901 – 1925).
The number of works by Soviet authors significantly exceeds the number of works by foreign authors; all forms of speech pathology are analyzed (works by V.M. Bogdanov-Berezovsky “The situation of the deaf-mute in Russia: with a review of the current state of the issue of restoring hearing in the deaf-mute”, G.D. Netkachev “Stuttering” ", "Clinic and psychotherapy of stuttering", S. M. Dobrogaeva "Barring, its origin and treatment" and others).
Different approaches to the study of speech pathology are defined:
- physiological (S.M. Dobrogaev)
- neurological (G.O. Astvatsaturov)
- psychological (G.D. Netkachev, R.E. Levina), which became of great importance in the 30s.
Speech therapy is acquiring the status of an independent science. In overcoming speech disorders, most researchers use a differentiated approach.
Speech therapy flourished at the beginning of the 20th century, when government agencies began opening in 1900 to provide speech therapy services to children with hearing impairments. This was done by N.A. Rau, P.F. Rau, A.F. Rau, E.Yu. Rau. In the same year F.A. Rau organizes short-term training courses for speech therapists.
V.M. Bekhterev (1916 - 1918) analyzed the defeat and underdevelopment of the speech-forming apparatus and various speech disorders arising on this basis.
In 1924 L.S. Vygotsky explored the problem of childhood defectiveness as a social problem.
In 1925, the People's Commissariat of Health organized special speech therapy rooms in Moscow for the treatment of stuttering in children and adolescents, and then a hospital was opened for aphasics and stutterers, organized by Yu.A. Florentskaya.
In 1929, the Ministry of Health opened a special clinic for people with hearing, speech and vision impairments, headed by N.P. Tyapugin.
During this period, under the leadership of L.S. Vygotsky began to hold conferences at which the most severe cases of speech disorders were publicly discussed. They played a major role in the development of the theory and practice of speech therapy.
In the 40s, important principles of differential diagnosis began to emerge: distinguishing speech disorders from other forms of speech disorders (for example, speech disorders with hearing loss).
In 1931, the People's Commissariat of Education issued a decree on the introduction of universal compulsory primary education for physically handicapped, mentally retarded, and speech-impaired children and adolescents.
In 1931, the first edition of the textbook “Speech Therapy” (M.E. Khvattsev) was published, which was revised and supplemented in 1959 based on the achievements of speech therapy of that time. It contained methodological recommendations for working with children with speech disorders [5] .
In 1932, a special auditory-verbal nursery for children with hearing and speech impairments was opened in the orphanage, the director of which was E.F. Rau.
In 1940, the staff of speech therapists was approved in the People's Commissariat of Health (one staff unit in a children's clinic), but the qualifications and tariffs for the work of speech therapists remained unspecified [3].
After the war, the number of special institutions increased. Already in the 50s, in the works of L.S. Vygotsky, R.M. Boskis, R.E. Levina expanded the subject of speech therapy with new pedagogical and theoretical content. The method of systemic psychological analysis was successfully used, aimed at revealing the psychological nature of speech, cognitive and emotional-volitional disorders in non-speaking children (alaliks) in the process of overcoming these disorders.
The last one, which determines the organization of speech therapy assistance to schoolchildren and clarifies the financial and legal situation of a speech therapist, is the resolution of the Council of Ministers of the USSR dated 15/VIII 1948 on the organization in the RSFSR “from January 1, 1949, at secondary schools and republican, regional and regional centers of 120 speech therapy centers consisting of one speech therapist teacher with a higher pedagogical education (defectology).” A speech therapist is equivalent to a teacher in grades VIII-X of a secondary school [3].
In 1951, a psychological and pedagogical classification was developed, which did not meet the requirements of special pedagogical practice, so in the near future R.E. Levina improved the psychological and pedagogical classification. And in 1959 O.V. Pravdina developed a working clinical classification, which was refined in 1969 by S.S. Lyapidevsky and B.M. Grinshpun [5].
New methods were introduced to eliminate violations of oral and written speech, the types of speech anomalies for the school category were specified, and provisions on the systemic structure of language were developed, symptoms, pathogenesis, and the clinic of speech disorders were clarified (1960 - 1970).
Since 1972, the “Nomenclature of preschool institutions for abnormal children of the system of the USSR Ministry of Education” has been approved - kindergartens and groups for children with hearing, speech, vision, intelligence, and musculoskeletal disorders. Since 1975, speech therapy groups have been opened by law at general kindergartens and specialized kindergartens and nurseries. In 1976, the “Regulations on the establishment of speech therapy centers in secondary schools” was adopted [3].
Intensive training of scientific personnel in speech therapy became characteristic of these years. So, for example, in the educational system itself at the defectology faculty of Moscow State Pedagogical Institute. IN AND. Lenin develops a link in the research work of students, where Professor S.S. becomes the scientific director of the student scientific society of the faculty. Lyapidevsky. And since 1975, assistant professor became the leader. IN AND. Seliverstov.
In the 1977-1978 academic year, a speech therapy department was opened at the defectology faculty of Leningrad State Pedagogical Institute named after. A.I. Herzen. And in St. Petersburg, since 1978, a speech therapy department was opened, where they studied systemic speech disorders with complex defects in children with hearing, vision, intelligence, and motor development impairments.
From 1981 to 1996, the department of speech therapy was headed by Larisa Stepanovna Volkova, who published the textbook “Speech Therapy” and “Anthology on Speech Therapy.” She is the second Doctor of Science in this field after Rosa Evgenievna Levina [5].
In 1990, the Experimental Defectology Institute (NIIT) became the Institute of Correctional Pedagogy.
In 2000, speech therapy specialist T.B. Filicheva defended her doctoral dissertation, where she identified an additional fourth level of speech development disorders in children with general speech underdevelopment (GSD) [2].
The current stage of development of our country is characterized by radical political transformations, democratization of society, rethinking by the state and society of human rights, the rights of the child, and the disabled. Private charitable initiatives and church patronage are allowed, and the rights of parents of children with developmental disabilities are expanded. In today's incredibly difficult economic conditions, the problems of families with children with developmental disabilities have become aggravated and complicated, which is associated with the transition to independent financing of many educational institutions.
Therefore, it is very important, based on the achievements of the history of speech therapy, to develop various methods, games, and exercises for speech therapists to work with children in order to correct their speech.
Literature
1. Bezlyudova A.V. Speech pathology: history of study, diagnosis, overcoming. - St. Petersburg: Education, 1992. - p. 17-27. Electronic resource / Access mode: https://pedlib.ru/Books/2/0005/2_0005-2.shtml#book_page_top (access date 10/26/2016).
2. Historical information about the formation and development of domestic speech therapy. Electronic resource / Access mode: https://referatwork.ru/category/psikhologiya/view/369508_istoricheskie_svedeniya_o_stanovlenii_i_razvitii_otechestvennoy_logopedii/ (date accessed November 8, 2016)
3. Seliverstov V.I. History of speech therapy. Medical and pedagogical foundations: Textbook for universities - M.: Academic Project, “Gaudeamus” 2003. - 384 p.
4. Seliverstov V.I. First information about speech disorders and methods for overcoming them. Methodological developments for special course “History of Speech Therapy”: Vol. 1. - M.: Academic Project, 1983. - 732 p.
5. Reader on speech therapy (extracts and texts): Textbook for students of higher and secondary special pedagogical educational institutions: In 2 vols. T. I / Ed. L. S. Volkova and V. I. Seliverstov. — M.: Humanite. ed. VLADOS center, 1997. - 560 p.
6. Shchetinina N.P. Development of higher pedagogical education abroad and in Russia. Electronic educational resource / Ryazan, 2015. / Access mode: https://www.rsu.edu.ru/wordpress/wp-content/uploads/e-learning/ZUMK-razvitie-vishego-pedagogicheskogo-obrazovaniya-za-rubezhom- iv-rossii/ (accessed November 4, 2016).
Contribution of Fedor Andreevich Rau to the development of domestic defectology
Daria Kolesnik
Contribution of Fedor Andreevich Rau to the development of domestic defectology
RAU Fedor Andreevich (26.3.1868, Ulm, Württenberg, Germany – 30.5.1957, Moscow)
–
defectologist ; one of the organizers of higher defectological education ; Doctor of Pedagogical Sciences; prof. ; member - corr. APN RSFSR (1947)
;
head department deaf pedagogy and speech therapy (1925–48)
.
In 1887 he graduated from the teachers' seminary in Nürtingen. In the same year, he began teaching at a school for hearing children. From 1887 to 1891 he worked at a school for the deaf and dumb under the direction of I. Futter. In 1891 he came to Russia. He worked for six months in Tiga, Tauride Gubernia. at the Mennonite School. Then I worked with a deaf-mute child in the family. In 1896 he opened a private school for the deaf in Moscow and courses for correcting speech impediments. During 1899–28 he was dir. Arnold-Tretyakov School of the Deaf-Mute (later – Moscow Institute of the Deaf-Mute)
.
In 1900, together with his wife N.A. Rau, he opened the first kindergarten in Russia for deaf and mute children of preschool age. In 1906 he developed the charter of the school in Pererva. In 1907, under the leadership of R., an agricultural colony for the deaf and dumb was opened. In 1910 he organized a Department for mentally retarded deaf and mutes in the colony. He contributed to the organization of a school for the deaf and dumb in Tula. In 1910 and 1917 he held Congresses of Teachers of the Deaf and Mutes. In 1913–15 he organized courses for mothers and teachers of deaf and mute preschool children. In 1918 he opened special cells. for deaf and mute children at the Arnold-Tretyakov School. On R.'s initiative, a school for the hearing impaired was opened in 1919. In 1920–21 in Crimea he opened a home for mentally retarded children, a home for a deaf-mute child, a home for a blind child, a colony for the morally deficient , courses for deaf-mute adults and speech correction courses. He taught at the Institute of Children's Handicap , and from 1925 - at the defectology department of the 2nd Moscow State University (department of deaf pedagogy and speech therapy)
.
Initiator of the first events in the country to organize speech therapy assistance and teach lip reading to adults who are deaf and hard of hearing. With N.A. Rau he opened the Fluent Lip Reading Club
.
He has done a lot to ensure that the deaf, hard of hearing and late-deafened people receive differentiated education. From 1924 he worked in a speech therapy and speech therapy circle at the Central House of Education Workers. Since 1926 he taught retraining courses for teachers of the deaf. Chairman of the defectology section of the research institute, scientific. pedagogy; resp. ed. journal "Issues
of Defectology " .
The best speech pathologists in Russia were selected in Moscow
On October 5, at the site of the Federal State Budgetary Institution “Institute of Correctional Pedagogy of the Russian Academy of Education”, a solemn ceremony was held to award the winners and close the IV All-Russian professional skills competition “Teacher-Speculative Speech Pathologist of Russia - 2021”. Due to restrictive measures to reduce the risk of spreading coronavirus infection, the final stage events and the ceremonial awarding of the winners were held from October 1 to October 5 in an online format.
Representatives from 20 regions of the country reached the finals of this high-status professional competition. The geography of the representative office was wide - from the Arkhangelsk region to the Krasnoyarsk region and from the Novosibirsk region to Sevastopol.
Participants in the federal (final) stage passed a number of tests. They demonstrated their skills to the jury members by conducting master classes, an open group lesson/lesson with students with disabilities, and offered original solutions to professional case methods in special education. And on October 2, they had the opportunity to remotely attend a series of training events with the participation of the country’s leading defectologists, organized as part of the program by the official operator of the competition, IKP RAO.
During the closing ceremony, the finalists and winners were greeted by the Deputy of the State Duma of the Russian Federation, First Deputy Chairman of the Committee on Education and Science, Chairman of the All-Russian public movement "Education for All", Vice-President of the Russian Paralympic Committee and the All-Russian Society of the Blind Oleg Nikolaevich Smolin, President of the Non-profit organization "Association of Enterprises of the Children's Products Industry" Antonina Viktorovna Tsitsulina, President of the Interregional Union of Defectologists, Doctor of Pedagogical Sciences, Professor Tatyana Borisovna Filicheva and Executive Director Georgy Valerievich Kryukov, as well as the editor-in-chief of the magazine "Education and Training of Children with Developmental Disabilities" Evgenia Nikitichna Krutyakova.
Oleg Nikolaevich Smolin noted the decisive role of speech pathologists in the lives of children with disabilities and thanked them for their loyalty to the profession. He also informed the competition participants about the measures taken by the deputy corps to improve the status of teaching staff.
“During the competition, you demonstrated not only your high professional level, great scientific and practical potential, but also, most importantly, your love for the children with whom you work,” said Tatyana Borisovna Filicheva, president of the Interregional Union of Defectologists.
Famous theater and film actor, Honored Artist of Russia Dmitry Dyuzhev also delivered a video congratulation to the competition participants.
Director of the Federal State Budgetary Institution "IKP RAO" Tatyana Aleksandrovna Solovyova noted that the competition annually provides an opportunity to get acquainted with the best teachers-defectologists, and its participants have the opportunity to demonstrate their skills at the federal level. “This year, special attention was paid to children with complex disabilities, and the number of participants working with children with SMDD, intellectual disabilities, and ASD increased,” she said. “This means that the professional community is actively responding to the challenges of the time, developing new professional competencies.” T.A. Solovyova also thanked the members of the competition jury for their sincere involvement in the process, support of all participants, “willingness to interact, continue to teach and share their skills.”
The names of the winners of the Competition were announced by the Director of the Department of State Policy in the Sphere of Protection of Children's Rights of the Ministry of Education of the Russian Federation Larisa Pavlovna Falkovskaya. In her welcoming speech, she noted the value and significance of the professions of a teacher-defectologist and a speech therapist, and highly appreciated the opportunity for professional dialogue within the framework of the Competition, which contributes to solving difficult problems facing them. She also emphasized the importance of fulfilling the instructions of the President of the Russian Federation for the training of professional personnel in the areas of “correctional pedagogy” and “correctional psychology”.
Larisa Pavlovna also congratulated everyone present on Teacher’s Day and thanked the teachers for their loyalty to the profession.
The absolute winner of the competition was Olga Mstislavovna Samarina, a teacher-speech therapist at GBOU school No. 522 of the Admiralteysky district of St. Petersburg. She was awarded the main prize - the Crystal Heart.
Second place was taken by Alexandra Valeryevna Larina, a speech pathologist teacher at the State Budgetary Educational Institution of the Sverdlovsk Region “Ekaterinburg School No. 3, implementing adapted basic general education programs.”
Third place was awarded to Marina Vladimirovna Stepanova, a teacher-defectologist at MADOU kindergarten No. 51 in the city of Tyumen.
All winners received award certificates, honorary diplomas and gifts. Special prizes were also awarded to the laureates and participants by the partners of IKP RAO. Thus, a special prize from the non-profit organization “Association of Enterprises of the Children's Products Industry” was received by the laureate of the competition Svetlana Vladimirovna Klenova, a teacher-defectologist at the State Budgetary Educational Institution “Boarding School No. 26” of the Ryazan region. Head of the Association, A.V. Tsitsulina noted that cooperation between teachers in the region, the Association and IKP RAO is one of the promising vectors of development in the development and production of specialized products for special children.
The winner of a special prize from the Interregional Union of Defectologists was Svetlana Nikolaevna Ilderkina, a teacher-defectologist at the Medical Educational Institution “Kindergarten No. 7 “Constellation” in the city of Cheboksary, Chuvash Republic.
Also, the winners of the competition received a subscription to the magazines “Defectology” and “Education and Education of Children with Developmental Disabilities,” which was presented by the editor-in-chief of the magazine “Education and Education of Children with Developmental Disabilities” Evgenia Nikitichna Krutyakova.
The ceremony ended with music video congratulations for all participants and jury members, who were prepared by special (correctional) educational organizations in different regions of Russia.
