TECHNOLOGIES FOR DEVELOPING THE LEXICAL-GRAMMATICAL ASPECT OF SPEECH IN PRESCHOOL-AGED CHILDREN WITH STUTTERING

This article provides a comprehensive analysis of the theoretical, methodological, and practical foundations of developing the lexical and grammatical aspects of speech in preschool children who stutter. Stuttering is considered a complex multifactorial speech disorder that negatively affects speech activity, psychological development, and social adaptation of the child. The study emphasizes the importance of a comprehensive assessment approach, including psychological, pedagogical, speech therapy, and medical evaluations. Special attention is given to the role of anamnesis data as a crucial diagnostic component. The article explores methods for developing the lexical system of speech, enriching vocabulary, forming semantic relationships, and improving grammatical structures. Modern pedagogical technologies such as play-based learning, communicative approaches, dialogic speech exercises, storytelling based on visual materials, and speech therapy rhythmics are analyzed. The results demonstrate that a комплекс (comprehensive) approach significantly improves speech development outcomes in children who stutter.本文对口吃（stuttering）学龄前儿童言语词汇与语法层面发展的理论、方法及实践基础展开全面分析。口吃属于一种复杂的多因素言语障碍，会对儿童的言语活动、心理发展与社会适应造成负面影响。本研究强调综合评估方案的重要性，该方案涵盖心理学评估、教育学评估、言语治疗评估与医学评估，其中特别重视病史资料作为关键诊断要素的作用。 本文探讨了言语词汇系统发展、词汇丰富、语义关系构建以及语法结构优化的相关方法，并对现代教育技术手段展开分析，包括游戏化学习、交际教学法、对话式言语练习、基于视觉素材的故事讲述以及言语治疗节律训练等。研究结果表明，综合干预方案可显著改善口吃儿童的言语发展成效。