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Modern requirements for the development of personality in the earlystages of ontogenesis provide for its diverse enrichment: spiritual, moral,intellectual, social and communicative, and others. A significant place inthis process is occupied by the child’s speech development, which in preparationfor the reform of preschool education is formed into a holisticeffective system that should successfully solve the problem of combiningspeech development and stimulating cognitive activity in different socialand psychological-pedagogical situations.But, despite the sufficient number of studies of the speech sphere ofpersonality in the Ukrainian psychological science, the issues of studyingthe cognitive activity of children with speech disorders remain out of theattention of scientists. This direction is especially important because anumber of scientists emphasize that the development of speech is closelylinked with the formation of the most important mental functions: sensation,perception, memory, attention, imagination, and through the stimulationof speech develops thinking and such important competencies asthe ability to awareness and expression of the perceived, etc.Thus, the importance of the problem of development of cognitive activityof children with speech disorders at different stages of preschoolage is relevant and practically significant.The purpose of the article: to identify the level of development ofcognitive activity of children with speech disorders and different stagesof preschool age.The objectives of the study at the ascertaining stage were: to investigatethe levels of development of cognitive activity of children of junior,middle and senior preschool age with speech disorders; identify levels ofcognitive activity of children with speech disorders.Object of research: the personality of a preschool child with speechdisorders. Subject of research: features of cognitive activity of preschoolchildren with speech disorders. The results of empirical research haveshown that preschool children with speech disorders have a low level ofcognitive activity (for all tasks assigned to children).Based on the results, we assume that special attention on the backgroundof the correction of speech disorders should be paid to the formationof the emotional component of cognitive activity of children; to formperception; expand the range of external and internal cognitive actions., Стаття присвячена актуальній проблемі розвитку пізнавальної активності дітей дошкільного віку із системними порушеннями мовлення. Показано, що особливого значення ця проблема набуває в умовах підготовки реформи дошкільної освіти. Результати емпіричного дослідження довели, що діти дошкільного віку із системними порушеннями мовлення мають низький рівень пізнавальної активності (за всіма завданнями, які надавалися дітям). Виходячи з отриманих результатів, припускаємо, що особливу увагу на тлі корекції порушень мовленнєвого розвитку необхідно приділити формуванню емоційної складової пізнавальної активності дітей; формувати сприймання; розширювати спектр зовнішніх та внутрішніх пізнавальних дій.

The thesis is focused on a preschool-aged children and on possibilities of their personality and social development through the educational project in preschool education. The first, theoretical part, deals with the process of socialization which is broadly developing after the start of preschool education. It also presents pieces of information about educational process in pre-primary school related to the importance of the process of socialization in educational practice as well as in relation to contemporary personality approach and comprehensive integrated approach in preschool education. The main focus remains on the possibilities of educational projects in this area. The second, practical part, explores via observation and questionaire methods the personality expressions of children in social interaction and relationships between children. But first and foremost it verifies the benefits of educational projecting for the possibility of intentional work on personality and social development of children in pre-primary school. KEY WORDS socialization, personality of a preschool child, pre-primary school, preschool education, personality model of preschool education, pre-primary school teacher, educational project

The Framework Education Programme for Preschool Education is a legislative curriculum document which establishes the basic requirements for the state preschool education. The educational objectives and requirements are binding for the teachers. However, the way in which those objectives and requirements are met, is fully in the hands of each nursery school. This diploma thesis illustrates one of the possible ways of educating preschool children, namely the dramatic education. The dramatic education is presented here not only as an educational method but also as a style of pedagogical work. This particular style respects individuality and originality of each child with the intention of developing his/her potentials and with the effort to equip the child with necessary social skills. The practical part of the diploma thesis offers insight into the authentic dramatic and educational process which explores topics of human life. During this process, each child goes through a full-fledged personal and social development by means of dramatic activities, which are based on topics of literary text