Neuropsychological approach as a methodological basis for correctional and developmental work with preschoolers with speech difficulties

Importance. The child development in modern society problem field actualized the integration of existing knowledge and the search for new methodological approaches, within which comprehensive researches of ways to solve emerging problems are possible. In the preschool education science and practice of, knowledge about the influence of functional brain and higher mental functions state on the cognitive and a child with disabilities personal development is relevant and in demand. The purpose of the research is to substantiate the need to use the neuropsychological approach basic provisions in correctional and developmental work with children with speech disorders.Research methods. The research is carried out on the basis of systemic and neuropsychological approaches. The following research methods were used: psychological and pedagogical literature analysis, comparison, generalization, systematization.Results and Discussion. It is proved that the neuropsychological approach is the most promising direction of children with speech disorders modern research from the perspective of studying psycho-speech pathology based on brain systems and functions interaction. This allows us to consider speech in more detail as the highest psychological function and determine the prospects for its development in a child with speech difficulties. It is proved that the use of neuropedagogical methods in working with preschoolers allows not only to correct speech disorders, but also contributes to the development of socio-cultural and communicative skills, activates the personality emotional and volitional sphere. Based on the neuropsychological approach, the directions of the teacher’s complex work with children with speech disorders is developed.Conclusion. The theoretical results practical application obtained makes it possible to identify the relationship between the development of brain structures and the particular child’s potential capabilities, which is necessary when developing an individual correctional and developmental program for preschoolers with speech disorders by a speech therapist.