THE IMPACT OF DISTANCE LEARNING ON CHILDREN'S SPEECH DEVELOPMENT: A STRUCTURAL-COMPONENT ANALYSIS

Abstract

The article presents a structural-component analysis of the impact of distance learning on the speech development of preschool and primary school children in the context of contemporary educational challenges – the COVID-19 pandemic and the full-scale war in Ukraine. The purpose of the article is to conduct a structuralcomponent analysis of the impact of distance learning on the speech development of children and to substantiate the pedagogical conditions for minimizing its negative consequences. The research methodology is based on theoretical analysis of scientific research and publications; structural and component analysis of the impact of distance learning on the components of the speech system; comparative analysis of the features of face-to-face, synchronous and asynchronous learning formats; generalization and systematization of scientific provisions on pedagogical conditions for minimizing the negative impact of distance learning on the speech development of children. The relevance of the research is determined by the prolonged transition of the educational process to distance and mixed formats, which significantly changed the conditions of children's speech development and requires comprehensive scientific-pedagogical reflection. The nature and specifics of distance learning as a form of organising the educational process are defined; its differences from traditional face-to-face learning in the context of speech development are outlined. The scientific novelty: for the first time, the impact of distance learning on the main components of children's speech system was analyzed from the perspective of a structural-component approach, and the risks and negative consequences of distance learning for speech development were clarified (limited live communication, narrowing of the communicative environment, increased screen time, difficulties in perceiving phonetic information through audio equipment) and its potential positive effects (expanded access to speech therapy assistance, possibilities of using digital means to stimulate speech development) are specified. The role of digital technologies in speech therapy work with children in distance learning conditions is considered. The specifics of the impact of distance learning on the speech development of children with special educational needs, particularly those with severe speech disorders, are analysed. Conclusions. Pedagogical conditions for minimising the negative impact of distance learning on children's speech development and recommendations for educators and parents are proposed.