Preschoolers with Speech Disorders: A Study of Neuropsychological Status and Emotional Intelligence

The objective of this study is to investigate the neuropsychological status of older preschool children with speech disorders, taking into account varying levels of emotional intelligence development. The study involved 24 children around the age of 6 with general speech underdevelopment (levels III–IV) and phonetic-phonemic underdevelopment. The assessment employed methodologies for evaluating components of emotional intelligence as well as neuropsychological diagnostics for preschoolers. The analysis revealed statistically significant correlations between levels of emotional intelligence and a number of neuropsychological indicators, particularly in the areas of expressive speech, fine motor skills, and graphic activity. Children with a high level of emotional intelligence demonstrated better development of motor and neurodynamic functions. It was found that children with an average level of emotional intelligence exhibited a much more saturated correlation matrix of neuropsychological indicators, indicating a greater interdependence of functions in the context of insufficient emotional regulation. The key structural-forming parameters differed depending on the level of emotional intelligence: in children with a high level, neurodynamics and sequential movement organization were dominant, whereas in children with an average level, neurodynamic regulation and cognitive development prevailed. The findings highlight the importance of an integrated approach in correctional and developmental work with children who have speech disorders, taking into account their level of emotional intelligence.

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