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Methodological aspects of speech development in preschool children with severe speech disorders in an integrated educational environment: the case of an animation studio // Pedagogical Review. 2026. Issue 2 (66). P. 7-19

The article discusses the methodology of working with children who have severe speech disorders through the use of an animation studio. The research is based on data studied by the authors about children with severe speech impairments, as well as a synthesis of scientific and methodological practices related to the use of animation studio resources in preschool educational institutions. The inclusive potential of animation studios is revealed through the integration of educational domains, types of children’s activities, and the use of modern productive technologies for children with different levels of speech development. The conceptual foundations for designing an integrated educational environment in a children’s animation studio include axiological, personality-oriented, differentiated, and activity-based approaches. The article describes methodological conditions for designing an educational environment that fosters speech development in children with severe speech disorders during the process of creating animated films. The authors outline the stages of an animation week: reading a story and identifying characters, writing a script, step-by-step filming, voice acting according to roles and script, editing, and viewing the completed film. Examples of techniques used to develop the lexical and grammatical structure of speech in children with varying levels of speech development through the creation of an animated film based on a specific literary work are provided. Methodological techniques for introducing children to traditional Russian spiritual and moral values are also presented. The authors outline methodological aspects of developing speech in preschool children with severe speech disorders within an animation studio, in accordance with the content of the Federal Preschool Education Program and the Federal Adapted Preschool Education Program. This approach highlights the unique potential of animation in inclusive education. Within a system of comprehensive correctional and pedagogical work, a children’s animation studio can help achieve the key objectives of adapted preschool education programs for learners with severe speech disorders, both in the mandatory part and the section shaped by participants in educational relationships. The methodological recommendations presented are also relevant for educators working with children with disabilities in supplementary education and social protection systems.

Keywords: children with severe speech disorders, general speech underdevelopment, integrated educational environment, axiological approach, personality-oriented approach, activity-based approach, differentiated approach, animation, animation studio, correctional and developmental work