TEACHING SPEECH FORMATION TO PRESCHOOL-AGE DYSARTIC CHILDREN

dc.contributor.author	Kabirova Zarnigor Rakhmonjonovna
dc.contributor.author	Babayeva Azizabonu Hamidjonovna
dc.contributor.author	Ibrokhimova Sarvinoz Anvarjonovna
dc.date.accessioned	2025-12-29T09:30:11Z
dc.date.issued	2023-12-07
dc.description.abstract	The speech function is one of the most important mental functions of a person. In the process of speech development, the highest forms of cognitive activity, the ability to think conceptually, are formed. Mastering the ability to communicate verbally creates the necessary conditions for a person's concrete social relations, as a result of which the child's ideas about the surrounding reality are formed and improved, and the forms of its reflection are improved.
dc.format	application/pdf
dc.identifier.uri	https://americanjournal.org/index.php/ajper/article/view/1582
dc.identifier.uri	https://asianeducationindex.com/handle/123456789/15673
dc.language.iso	eng
dc.publisher	American Journals
dc.relation	https://americanjournal.org/index.php/ajper/article/view/1582/1461
dc.rights	https://creativecommons.org/licenses/by-nc/4.0
dc.source	American Journal of Pedagogical and Educational Research; Vol. 19 (2023); 52-55
dc.source	2832-9791
dc.subject	Speech, vocabulary, facial nerve, dysarthria
dc.title	TEACHING SPEECH FORMATION TO PRESCHOOL-AGE DYSARTIC CHILDREN
dc.type	info:eu-repo/semantics/article
dc.type	info:eu-repo/semantics/publishedVersion
dc.type	Peer-reviewed Article

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