Nataliia Sukhoviienko, Inna Litvin CRITERIA AND INDICATORS FOR ASSESSING THE SPEECH DEVELOPMENT OF CHILDREN: A STRUCTURAL-FUNCTIONAL APPROACH

(2026) Science and education, 3, 142-148. Odessa.

DOI:https://doi.org/10.24195/2414-4665-2026-3-16

Nataliia Sukhoviienko,
Candidate of Pedagogical Sciences,
Speech Therapist of the Highest Category,
Deaf Educator, Certified Gestalt Psychotherapist,
Lecturer at the Department of Primary and Special Education,
Bohdan Khmelnytskyi National University of Cherkasy,
81, Shevchenka Blvd., Cherkasy, Ukraine,
ORCID ID: https://orcid.org/0000-0002-0528-9494

Inna Litvin,
Candidate of Pedagogical Sciences,
Speech Therapist,
Senior Lecturer at the Department of Primary and Special Education,
Bohdan Khmelnytsky National University of Cherkasy,
81, Shevchenka Blvd., Cherkasy, Ukraine,
ORCID ID: https://orcid.org/0000-0002-8946-1449

 

CRITERIA AND INDICATORS FOR ASSESSING THE SPEECH DEVELOPMENT OF CHILDREN: A STRUCTURAL-FUNCTIONAL APPROACH

SUMMARY:

The article substantiates the criteria and indicators for assessing the speech development of preschool children based on the structural-functional approach. The relevance of the research is determined by the updated Basic Component of Preschool Education, which establishes qualitatively new requirements for the results of speech development of preschool children and requires appropriate diagnostic tools. The purpose of the article is to substantiate the system of criteria and indicators for assessing the speech development of preschool children based on the structural-functional approach and to determine the levels of formation of speech development of preschoolers. Research methods: theoretical analysis, synthesis, structural-functional analysis, systematization and generalization of scientific sources. The essence of the structural-functional approach as the methodological basis for assessing the speech development of preschoolers is defined; it involves analysing the speech system as an integral formation in the unity of its structural components (phonetic, lexical, grammatical, coherent speech) and functions (communicative, cognitive, regulatory). A system of criteria for assessing the speech development of preschoolers has been developed and substantiated: phonetic-phonemic, lexical, grammatical, coherent speech, communicative-speech, and cognitivespeech criteria. For each criterion, a system of corresponding indicators is defined and four levels of speech development formation are described: high, sufficient, average, and low. The methods of assessing the speech development of preschoolers are characterised: observation, diagnostic conversation, study of speech activity products, pedagogical experiment, and psycholinguistic examination. The specifics of applying the structural-functional approach to assessing the speech development of children in different age groups of the preschool institution and in inclusive education are considered. The proposed system of criteria and indicators can be used by educators, speech therapists, and psychologists of preschool education institutions for comprehensive monitoring of the speech development of their pupils. The practical significance of the study lies in the possibility of using the developed system for timely detection of deviations in speech development and construction of individual educational routes for preschool children.

KEYWORDS:

speech development, preschool age, assessment criteria, indicators, structural-functional approach, speech competence, preschool education institution

FULL TEXT:

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