Introduction. The article substantiates the need to create an organizational model of complex psychological and pedagogical support for young children with disabilities in speech acquisition. The purpose of the article is to present a model of psychological and pedagogical support for young children with disabilities in speech acquisition.

Materials and methods. The survey of children was conducted according to the method of E. V. Sheremeteva "Diagnostics of psychorechological development of an early child", which allowed us to identify children with deviations in speech acquisition among a group of peers. According to the adapted methodology of E. F. Arkhipova, we studied the state of the components of speech development of children with disabilities in speech acquisition.

Results. The analysis of the data obtained during the survey indicates that the speech components of children with disabilities in speech acquisition do not correspond to the normative development, which confirms the need for children of this category in complex psychological and pedagogical support.

Discussion. The article presents a model of complex step-by-step support for young children in the conditions of short-term stay groups of the PPMS center. In the course of our work, we identified four main stages of support. Their content allows a comprehensive approach to this process, including as many participants as possible in the work and increasing the effectiveness of comprehensive support. The model has a flexible and variable structure and can be implemented in the practice of working with young children of any preschool educational organization. The basis for using this model is the presence of children with disabilities in the acquisition of speech in a group of peers.

Conclusion. The model of psychological and pedagogical support developed by us will allow us to comprehensively approach the problem of correcting deviations in speech acquisition and translate it into the conditions of any preschool educational organization, including private development centers for young children.

Features of speech development of young children with deviations in speech acquisition are revealed;

An organizational and content model of complex psychological and pedagogical support for young children with speech disorders has been developed;

It describes the work with young children with disabilities in speech acquisition within the framework of psychological and pedagogical support in the conditions of short-term stay groups of the PPMS center.

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