ЕСТУ ҚАБІЛЕТІ БҰЗЫЛҒАН МЕКТЕП ЖАСЫНА ДЕЙІНГІ БАЛАЛАРДЫҢ ҚАРЫМҚАТЫНАС МҮМКІНДІКТЕРІН РОЛЬДІК-СЮЖЕТТІК ОЙЫНДАР АРҚЫЛЫ ДАМЫТУ

The article shows the features of the play activity of hearing-impaired and deaf children of preschool age, compares the play activity of children with normal development and hearing-impaired and completely deaf children, considers the organization of play activities based on their main features. The significance and benefits of role-playing games for their socialization and acquiring verbal communication skills are highlighted, as well as the ways of teaching role-playing games and developing them in the process of gaming activity are differentiated. The model of correctional and developmental work is considered, which creates conditions for the effective formation of the communicative and speech competence of children with hearin g impairment of preschool age, using a modular approach, through a role-playing game. Taking into account the general, special and individual characteristics and needs of children with hearing impairment, the necessity of organizing correctional and developmental work is substantiated. The features of the organization of the role-playing game with the aim of developing the communicative and speech speech of children with hearing impairment in the adult group of preschool age are revealed. Special techniques for organizing role-playing games using a modular approach are considered, the skills obtained as a result of using a modular approach are differentiated, and the results of a formative experiment are presented, the results show the effectiveness of a modular approach.