PEDAGOGICAL CREATIVITY AS A CONDITION FOR EFFECTIVE SPEECH THERAPY ASSISTANCE TO PRESCHOOL CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The article is devoted to the problem of studying pedagogical creativity as a condition for effective speech therapy for preschool children with special educational needs. The authors note that speech therapy for children with special educational needs has appeared in the Ukrainian education system relatively recently and describe the historical path of formation and development of this area of work. The article substantiates the importance of pedagogical creativity in the professional activity of a speech therapist. In particular, such a need is determined by the age and individual characteristics of preschool children (underdevelopment of the emotional and volitional sphere, acceleration of intellectual development, decrease in cognitive activity, gadgetization of leisure), saturation of the speech therapist's professional activity with pedagogical problems (strategic, tactical, situational), conditions of professional activity (continuity, systematicity, openness, publicity, strict regulation in time, dependence on methodological and technical equipment of the speech therapy center). The authors determine that solving the problem of high-quality professional training of future speech therapists is inextricably linked to the formation of their ability to create. The main role in this is assigned to teachers of higher education institutions. The professional training of a creative professional is realized by creating optimal psychological and pedagogical conditions, in particular, establishing favorable relationships between the teacher and the student, setting pedagogical goals for students, the achievement of which requires maximum expression of creativity, increasing the emotional intensity of the educational process.