THEORETICAL FOUNDATIONS OF ASSESSING THE SPEECH OF CHILDREN

Abstract

This article examines the theoretical foundations of assessing the speech of children aged 
5–6 years. During the study, psychological, pedagogical, linguistic, and psycholinguistic aspects 
of speech development were analyzed, and relevant scientific literature in this field was reviewed. 
Particular attention is paid to the formation of speech in preschool children, the relationship 
between speech development and cognitive processes such as perception, memory, and thinking, 
as well as the impact of speech disorders on a child's socialization and learning process. The article 
highlights the importance of diagnosing speech development in preschool children and discusses 
the main criteria for determining the level of speech development and the scientific and 
methodological foundations of speech therapy assessment. The scientific views of prominent 
researchers on children’s speech development are analyzed, and the necessity of a systematic 
approach to speech evaluation in modern speech therapy and linguodidactics is substantiated. The 
results of the study can serve as a theoretical basis for organizing diagnostic and corrective work 
aimed at developing children’s speech in preschool educational institutions.