The Effect of Game Technology on the Development of Preschool Children with Speech Disorders

Autor/inn/en	Ibatova, Gaukhar; Makhmetova, Aigerim; Zhoraeyeva, Saule Basarbaevna; Amiresheva, Bibinur; Tinibekovna, Nyshanova Saltanat; Satova, Akmaral
Titel	The Effect of Game Technology on the Development of Preschool Children with Speech Disorders
Quelle	In: World Journal on Educational Technology: Current Issues, 14 (2022) 1, S.79-92 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ibatova, Gaukhar) ORCID (Makhmetova, Aigerim) ORCID (Zhoraeyeva, Saule Basarbaevna) ORCID (Amiresheva, Bibinur) ORCID (Tinibekovna, Nyshanova Saltanat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-0348
Schlagwörter	Foreign Countries; Preschool Children; Speech Impairments; Turkic Languages; Language Acquisition; Speech Skills; Morphemes; Educational Games; Visual Stimuli; Instructional Materials; Vocabulary Development; Learning Theories; Child Development; Kazakhstan + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Speech impairment; Speech handicap; Speech handicaps; Language handicps; Language impairments; Sprachbehinderung; Turkish; Türkisch; Sprachaneignung; Spracherwerb; Mündliche Leistung; Sprachfertigkeit; Morphem; Educational game; Lernspiel; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Wortschatzarbeit; Learning theory; Lerntheorie; Kindesentwicklung; Kasachstan
Abstract	The purpose of the article was to analyze the psychological and pedagogical conditions of word-formation skills for Kazakh-speaking preschool children with speech disorders on the basis of learning theories and contemporary approaches. To achieve the set aim, we have studied psychophysiological peculiarities of preschool children with speech disorder. We have allocated the most significant learning theories and approaches, which promote the assimilation of word-formation. We have come to understand that the indicators of speech development of many modern Kazakh-speaking preschoolers do not correspond to the age norm, which is influenced by word-formation operations. For Kazakh-speaking preschool children with speech disorders it is rather difficult to distinguish elementary forms as the original word, consisting of a stem and a derivative by including diminutive-affectionate suffixes. The driving forces of word-formation development of Kazakh-speaking preschoolers with speech disorders are contradictions that arise in connection with the development of a number of its needs. It should be pointed out that game technology is considered as the most powerful pedagogical condition in the development of Kazakh-speaking preschool children with speech disorders. (As Provided).
Anmerkungen	Birlesik Dunya Yenilik Arastirma ve Yayincilik Merkezi. Sht. Ilmiye Sakir Sokak, No: 9, Ortakoy, Lefkosa, 2681, Cyprus. e-mail: wjet.editor@gmail.com; Web site: https://www.un-pub.eu/ojs/index.php/wjet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01