Attention development in older preschool‑aged children with severe speech disorders during physical education classes

The article demonstrates that, despite the sufficient availability of research on the stated issue, the assumption about the developmental effect of play on attention in children with severe speech impairment requires not only an evidence base but also a systematization of games according to their influence on the development of attentional properties. The purpose of the study is to determine the impact of specially systematized games on attention parameters in older preschool children with severe speech disorders. Research methods and organization. In the course of the study, analysis and synthesis of scientific and methodological literature, pedagogical testing, and pedagogical experimentation were applied. Within the framework of the pedagogical experiment, the influence of specially systematized games on attention parameters in older preschool children with severe speech disorders was assessed using the tests 'Mixed Lines,' 'Find and Cross Out,' 'Spot the Differences,' 'Recognize the Shape,' and 'Remember the Drawing.' The study was conducted at a compensatory-type kindergarten for children with severe speech disorders. Research results and conclusions. Active games are defined and systematized into blocks according to their impact on the development of various attention traits; the appropriateness of including games aimed at developing different types of attention in all parts of a physical education lesson is substantiated; the stages of developing various attention traits through games in this group of children are revealed. A positive trend has been established in the development of attention indicators (stability, span, productivity, switching, distribution, concentration) and visual memory.