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DEVELOPMENT OF ATTENTION IN THE PROCESS OF CORRECTION 
AND SPEECH THERAPY IN PRESCHOOL CHILDREN WITH SPEECH 
IMPAIRMENT 
 
Kokand State Pedagogical Institute
Special pedagogy (speech therapy) specialty 
Master of the 1st Group D.Abdurazakova 

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begin to control their attention, consciously directing it to objects and phenomena, in this 
case, the organizational principle refers to speech. 
A number of local psychologists: Vygotsky L.S., Galperin P.Ya., Dobrynin N.F., 
Zaporozhets A.V., Leontyev A.N., Mukhina V.S., Elkonin D.B. and others studied the 
features of attention development in children. They emphasized the close connection 
between voluntary attention and speech. In preschool age, voluntary attention is formed 
in connection with the general increase in the role of speech in the regulation of the child's 
behavior. The better speech is developed, the higher the level of perception, and the earlier 
the voluntary attention necessary for further education is formed at school. Therefore, the 
issue of the development of attention in children with speech disorders is very relevant. 
In turn, speech activity is formed and develops in close connection with all psychic 
processes. Corrective work on the elimination of speech disorders requires that the child 
be active in the lesson, perform movements, tasks and mental activities accurately, if 
attention is paid, proceed faster and correctly. Therefore, attention is a necessary 
condition for successful corrective work. 
The lack of attention development in children with speech disorders has been noted 
by many authors in the field of speech therapy (Volosovets T.V., Boryakova N.Yu., 
Mastyukova E.M., Filicheva T.B., Chirkina G.V. etc). The authors note that children with 
speech impairments are characterized by a decrease in the level of development of the 
main characteristics of attention: insufficient stability, difficulties in changing, 
distributing and burning attention. This leads to inability to engage in educational and 
gaming activities in time or to switch from one object to another, which in turn leads to 
rapid fatigue, distraction, exhaustion of the body and contributes to the appearance of 
various errors. perform tasks. Early diagnosis at the stage of preschool and school 
education helps to identify children with a low level of development of attention (its 
features), which not only affects the quality of the development of writing, reading and 
computing skills, but also largely determines attention. the success of the child in 
mastering general educational and science skills , the completeness of mastering all 
educational materials at the initial stage of training. 

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Many difficulties associated with a low level of attention are already manifested in 
preschool childhood. At school, such students experience more stress in mastering school 
skills than other students in the classroom, and often lag behind in the speed of academic 
activity. Therefore, it is very important to start corrective work on time, identifying the 
features of the development of the child's attention that require correction. 
Many authors (Gvozdev A.N., Zhurova L.E., Kashe G.A., Luria A.R., Levina R.E., 
Sobotovich E.F., Elkonin D.B., Schwachkin N.X. and others) argue that it is a necessary 
condition for children to enter the process "without problems". the successful 
development of reading and reading and writing skills at school is a known and 
sufficiently high level of development of phonemic processes. Before entering the first 
grade, children should pay attention to the sound side of speech and develop practical 
skills in distinguishing phonemes in Russian. Distinguishing phonemes - distinguishing 
sounds by ear and in their own pronunciation-is possible only after the child has mastered 
the ability to perform complex tasks, which consists in distinguishing important features 
of the sound of speech and abstracting from non-essential extraneous features. for the 
difference. Therefore, it is very important to carry out targeted work on the development 
of auditory perception and attention, and at the same time work aimed at improving 
phonemic perception and ideas.