The Model of Parental Competence in Ontogenesis and Dysontogenesis of Early Speech Development

Speech is deemed to be a mental process that is formed only in society. Therefore, parents, as a key component of the microsociety, play a pivotal role in the speech development of their children. Speech is formed in stages under certain laws of the psyche. Observing the changes occurring in the child’s speech, parents fail to analyze the age-deviation correlation, and thus, miss the time to see a proper specialist. The purpose of this study is to analyze the parents’ awareness of their children’s speech development and to design a project of correctional and pedagogical competence of parents in terms of impaired and normative behavior. The current research contains all the elements of scientific work, including the stages of ascertaining, formative, and control experiments. At the ascertaining and control stages, a questionnaire and a survey of parents were administered, the diagnosis of children's speech using classical methods was implemented, a qualitative and quantitative analysis of the results was carried out. The formative stage included a description of the parents’ competence program as far as speech development is concerned. The article reflects the results of the study and parental experience in ontogenesis and dysontogenesis of early speech development. The content of the program aims at the cutting-edge knowledge of ontogenesis and dysontogenesis of the speech development in young children and the possibility of correction. The finding features the merits of parents' participation in the correction of such a functional system as speech. The current study explores the ways of development of correctional and pedagogical parental competence in speech development of their children. The topical investigation is intended to prime the directions of work for specialists in this field. The materials of this research can be used by speech pathologists, psychologists, speech therapy coaches, students of the direction 44.00.00.


Introduction
The Russian State Standard of Preschool Education (2013) specifies the requirements for the structure, conditions, quality of program implementation, which indicates: • family-preschool collaboration • psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of nurture and education, protection, and promotion of children's health • rendering assistance to parents (legal representatives) in raising children, protecting, and strengthening their physical and mental health, developing individual abilities and the necessary correction of impairment.
Following these requirements, there is a need for interaction between specialists and parents aimed at creating favorable conditions for the development of children to meet their individual needs.
Knowledge of the ontogenesis and dysontogenesis of speech development allows you to contact a specialist in a timely manner and create the necessary conditions for the correct speech development of a child at an early age. Parents' involvement and awareness of early development issues were called competence. Thus, the problem of toddlers' parents' competence in speech development dysontogenesis is relevant.
The problem of parental competence in speech development of dysontogenesis is urgent. The upbringing of a child depends on the awareness and involvement of parents in this process. Therefore, it is necessary to pay attention to parental participation in the process of diagnosing and correcting the speech of young children. Psychologists point out twofold outcome: parents are very little involved in the development of children and are not competent in such matters, alternatively, they are very actively involved, but since they cannot separate the reliable and distorted information about the developing organism, then their actions do not always improve or correct any skill of the child. It is necessary to find out how competent the parents are in speech assessment and to adapt the methods of diagnosing and correcting the speech development of their youngsters.

Purpose and objectives of the study
The objectives of the research are: 1) to obtain new insights into the teacher-parent interaction; 2) to analyze parents' awareness of the peculiarities of children's speech development; 3) to design a model for the formation of correctional and pedagogical competence of parents in matters of impaired and normative development in their households. Strebeleva and colleagues (2004), Alexandrova and Vatoropina (2014) subscribe to the belief that the problems of psychological and pedagogical support, its organization and content are of paramount significance.

Literature review
Collaboration between preschool educational institutions specialists with parents to overcome speech disorders in children in the family is reflected in modern scholarly works. The issues of interaction of specialists with the family are in the limelight of Levina (1966), Miklyaev and Miklyaeva (2008), Mastyukova (2004), Filicheva (2017), Chirkina (2013), Sheremetyeva (2005).
Many authors working in this field are monolithic in their stance that psychological and pedagogical support of the family is a critical condition for the success of the corrective influence on the child, and it promotes continuous communication between specialists and parents. All those factors contribute to the timely adjustment of the individual route of the child in the educational process.
A plethora of domestic and foreign educationalists and psychologists scrutinized the problem of forming parental competence in psychological and pedagogical support of toddlers. The prepotency of early development from the point of view of theory and practice in domestic science was reflected in a host of both Russian and overseas authors, such as Bozhovich (1979), Zaporozhets (1986), Leontiev (2005), Lisina (2009), Piaget (2003, Stern (1998). The concepts associated with the development of speech and the problem of the formation of thinking and speech by Vygotsky were more clearly discriminated. The multitude and complexity of factors affecting bringing up children with disabilities offer new potential for addressing this problem Tkachova (2008). However, the process of forming parental competence in ontogenesis and dysontogenesis of early speech development has not been sufficiently studied, although such researchers as Sikorsky (1904), Sully (1912), Drummond (1910), Buller (1930) discussed the influence of the speech environment on the development of a child. Rooted in foundational research, this investigation introduces novel perspectives that parlay the experience and understanding of the pressing and enduring problemupbringing children and the impact of adult participation in this process Wiesel (2018), Bezrukikh (2000), Chernigovskaya (2003), Brenifier (2016).

Methodology
When choosing the methods, we were guided by the need to conduct an in-depth study of the parameters of parental competence, notwithstanding the features of speech development in young children. To analyze parental involvement in the development of the speech of their children, we took into account the background of parents, the anticipation of parents from a speech therapist, the desire to receive information about the normative development and manifestations of impaired speech development. The study has laid out meticulously leveraging the following methods: 1) The test "Family education strategy" by Ovcharova (2006); 2) "The nature of communication between parents and children" by Sheremetyeva (2005). This diagnostic toolkit allowed us to develop a conversation plan that contained formal information about family composition, parental education, and social status. As well as significant information, topics of interest were identified for further communication with parents, the attitude of parents to the process and the expected results of speech development were revealed. By exploiting the above methods, we have devised the questionnaires to assess the four components of the formation of parental competence in matters of impaired and normative development. An important direction at the stage of diagnostics were questionnaires to study the various factors that make up the competence of parents. The motivational factor was used to determine the presence of a stable internal motive for interacting with a specialist in the speech therapy process. The conscious desire is necessary to independently replenish the stock of special knowledge and skills.
The questionnaire survey for the study of the cognitive factor included an analysis of the understanding of the goals of speech therapy activities for the development of children's speech; the presence of a certain minimum of theoretical knowledge about the normal course of speech development of a young child; understanding the basic technical terms often used by a speech therapist in communication with parents. The next analyzed component is the activity factor, reflecting the peculiarities of the formation of the basic practical skills necessary for independent work with the child; the ability to organize your child in class. The last criterion of the analysis was the reflexive factor, which demonstrated the ability to assess the productivity and efficiency of the parental work. The questionnaires included questions containing several options and had a quantitative and qualitative assessment with the definition of high, medium and low levels of parental competence formation in the development of speech in young children.
The second direction of the survey was the peculiarities of speech development in young children. We exploited the methods based on a broad array of studies of Arkhipova (2017), Strebeleva et al. (2004), Razenkova (2003), Sheremetyeva (2005. The study of speech development included four interrelated sections that have a direct impact on the formation of non-verbal and verbal means of communication: psychophysiological components of mastering speech at an early age; cognitive components; natural speech environment; the child's own language production. Next, we enumerated the sections by which an in-depth study of the speech development of children in the experimental group was built: • Studying the psychophysiological components of speech development includes visual perception, non-speech auditory perception, phonemic perception, understanding of the adult's instructions; motor prerequisites for articulation.
• Investigating cognitive components involves consideration of the formation of the child's subject awareness, the state of mentalization of play actions, the child's ability to volitional efforts.
• Natural speech environment at the stage of diagnosing the level of parents' competence.
• A child's own language production is a study of the state of non-speech means of communication, initial language acquisition. This direction made it possible to substantially characterize various levels of speech development from normative to developmental delay, which in turn had the following gradation: slight delay in speech development, significant (medium) delay, severe delay in speech development. The study involved 10 children aged 2,1 years old -2,9 years old, and 10 parental couples (a mother and a father) of these children. The experiment was carried out on the basis of the Municipal budgetary preschool educational institution of Rostov-on-Don "Kindergarten No. 293".

Results
The structure of our research involved the study of the pedagogical competence of parents in the selected components, the peculiarities of the speech development of children in the experimental group. The main goal of our study, based on the diagnostic data obtained, is to develop a model for the formation of correctional and pedagogical competence of parents in impaired and normative development at home.
The present experimental study is judged as valid reflecting the core issues in the speech pathology of toddlers. Against the backdrops of the research, it was found the following results at the diagnostic stage. As for the social status of parents, 80% of parents have higher education, 20% incomplete higher education, secondary specialized training.
40% of parents (mothers) work in educational institutions, 50% of parents are managers, the rest are unemployed (mothers are housewives). An average standard of living and income are idiosyncratic for many parents. To identify the level of parental competence, 4 questionnaires were analyzed focusing on the levels of pedagogical competence of parents with young children.
Analyzing the results of evaluating the motivational component, we obtained the following data. 70% of parents showed a high level of motivation, responding with the highest possible scores. This suggests that these parents are motivated to work together in correctional speech therapy and are tuned in for a positive result. 30% of parents, gaining a fairly large number of points (17-20 out of 26), still showed an average level of motivation. Parents are prone to a positive result, but since they do not have knowledge in the field of speech development of young children, and cannot organize classes with children on their own, they feel insecure. For this component, Figure 1 depicts the levels of formation of the motivational component.   The current study revealed that the majority (60%) of parents do not work with their children, do not read books, do not play with their child, do not restrict the use of gadgets, do not track speech patterns when talking with their child. The results presented in Figure 3 show the prevailing low level of interaction with a child, which negatively affects their speech development.   The check-up was split into the following parts: speech understanding, phonemic perception, articulatory motor skills, active speech, syllable structure, sound side of speech. Figure 7 shows the results of the study of all diagnostic parts.    2) to expand the parental correctional and pedagogical knowledge and skills in speech development of children.
3) to teach parents methods and techniques for assessing the effectiveness and efficiency of the quality of correctional and pedagogical influence.
When developing the program, scientific approaches to the teaching and development of the child were taken into account: • activity approach (Leontiev, 2005) • personal approach (Vygotsky, 2015;Elkonin, 1974) • cultural and historical approach (Vygotsky, 2015) The program was based on scientific principles: • the principle of developmental education; • the principle of scientific validity and practical applicability; • the unity of educational, developmental, and teaching goals and objectives. Knowledge, skills, and abilities are applied to raise young children.
• a complex-thematic principle of building an educational and developmental process.
• solving educational problems in the joint activities of an adult and a child.
In this part of the program, the main directions of work to improve the correctional and pedagogical competence of young parents were highlighted: diagnostics by parents of young children; counseling for parents; correctional competencies in speech development in toddlers. To build more productive work, we prescribed planned results that covered the process of interaction between a speech therapist and parents, tracked the formation of parents' motivation to work with a child, and identified the ability to evaluate their actions from the point of view of the correction process.
In the content section, we underscored the educational process. We employed social media to improve the correctional and pedagogical competence of parents. A page on Instagram was created, which posted information about upcoming webinars, consultations, as well as workshops on the implementation of the activities included in the curriculum. In this section, three criteria were implemented: 1) diagnostic -aimed at the formation of a reflective component by mastering the skills of parents to diagnose the speech of young children. As part of this criterion, we recorded video instructions on how parents can diagnose children's speech.
A speech diary was prepared for parents, where they indicated the achievements of their children.
2) The methodological criterion revealed the conditions for parents to acquire knowledge and skills on the formation of speech abilities of young children. As part of this block, webinars were recorded and broadcast on the topics of speech development in young children, which we will consider in more detail when describing a set of measures for a formative experiment. Also, together with the parents, we determined the optimal time for speech development classes at home. To improve the efficiency of the educational process, we have developed didactic aids for the formation of the ability to compose phrases, replenishment of the vocabulary with various parts of speech of the main lexical topics, the development of the phonetic system and onomatopoeia.
3) Within the framework of the consultative criterion, consultations were developed on issues of interest arising from parents of young children in the process of carrying out correctional and pedagogical measures to increase the level of speech development of young children. Above all, each parent could ask questions that arise in the process of completing assignments and receive feedback in the general chat.
In the content section, we included calendar-thematic planning of classes for parents with children on different topics. For thematic planning, they relied on the correctional program for children with speech disorders (Nischeva, 2004) "Organization of correctional and developmental work in the junior speech therapy group of the kindergarten." In the structure of the work, the schedule for classes, the number of tasks and a thematic plan were presented.
The organizational section included a description of the correctional and developmental environment that had to be created at home by the parents. Educational toys, didactic aids, children's musical instruments can be used to develop speech. In addition, methodological and didactic materials were available, containing a variety of workbooks, manuals and books.
All parts and blocks of the program constitute the model of parental competence in ontogenesis and dysontogenesis of early speech development. The model for the formation of correctional and pedagogical competence in speech development is shown in Figure 10. An important basis of the model is the interaction between three objects: the child -the parents -the teacher, and the teacher and the parents direct their attention to the child. Analyzing the models of interaction between a teacher and a parent in the process of overcoming violations in a child, we see that they are aimed at psychological support, creating motivation to work with a child, and shaping acceptance of a child with developmental disabilities.
The novelty of this model is a teacher conducts diagnostics and identifies the characteristics of the child, then the parent carries out diagnostics accompanied by a specialist. After that, the most crucial stage for parents is correctional work. This model of support indicates that the teacher is an observer who allows parents to affect the development of the speech of their children. The teacher-speech therapist is a mentor for the parent, organizing consultations, giving detailed recommendations, conducting workshops, and the parent, in turn, gives feedback, asking questions to the teacher, showing the results of his new activity in the role of "teacher" for his child.
We have developed various activities for parents: consultations, seminars, training masterclasses; live broadcasts, joint exercises via Internet, consulting in the WhatsApp group; webinars. A comparative diagram of the levels of competence at the ascertaining and control stages of the experiment is presented in Figure 11.

Discussions
In this research, we conducted multiple studies to identify and examine how current methods affect junior speech development. We administered different surveys, questionnaires, and methods to the respondents. The advantage of engaging activities produces certain outcomes.
Modern parents make sure that their child's development is in accordance with generally accepted norms. Some parents may notice a delay in the development of their child in time, other parents are not knowledgeable of this disorder. At the beginning of our experiment, we identified various level gaps (medium and low) in the competence of parents regarding the development of the speech of young children. However, the common feature was self-correction of speech impairments.
Our approach helps parents to understand the peculiarities of normative and impaired development, in this case, speech.
The "Model of accompanying families with young children in correctional and pedagogical competence of speech development" helps to build a productive relationship between a parent and a specialist. On the one hand, parents could acquire and use new knowledge and skills in the field of child development, on the other hand, a specialist guided the parent and corrected his steps.
The model we have developed relates to the relationship between a parent and a specialist, which is aimed at increasing the competence of parents in speech development in ontogenesis and dysontogenesis. Participation in the program of forming pedagogical competence, allows parents to select methods of primary diagnostics and think over the main directions of correctional work in accordance with normative development. Systematization and adaptation of methods of diagnostics and correction of speech development in young children allow achieving positive dynamics in correctional work, taking into account the versatile study of children, and tracking the results both by specialists and parents.
At the control stage of the experiment, the high level of parents' competence was confirmed not only by questioning adults, but by high results in children who began to understand the speech of others better, their vocabulary increased, a lot of sounds appeared in their speech, and in general, the speech of children became more expressive and understandable to others.

Conclusion
The outcome of the longitudinal study has some significant implications. The current finding holds great promise for speech therapists, educators, and parents. The findings in the present research have a universally unidirectional positive effect of techniques on junior speech development. The described model of interaction between a speech therapist and a parent, The activity component made it feasible to independently organize classes with the child. The reflexive component revealed the ability of parents to assess the level of speech in children. Parents began to better understand and highlight difficulties in nurturing a child. In conclusion, all these parameters influenced the quality of speech development in young children.