STIMULATION OF COGNITIVE DEVELOPMENT OF PRESCHOOL CHILDREN WITH SPECIFIC LANGUAGE IMPAIRMENT

The article presents some attitudes and results of exploration referring to cognitive development of children with specific language impairment. Some basic factors which stimulate cognitive development are analyzed. The interrelations between different kind of stimuli like situations, activity, interests, engagements, motivation communication and cognitive experience are pointed out. Eleven children in preschool age with specific language impairment were explored. The exploration ranges cognitive and language processes and mechanisms, the connection between images and their semantic representations and the comprehension of actions which lead to the expected results and recognition of objects and situations. Children with specific language impairment understand the meanings of many words especially when the context is supplied by visual stimuli. They have many difficulties comprehending text. They reproduce the text changing the main plot and actually they create new story which is not the same or similar to the story they have to reproduce. They are not able to understand idioms. They make many grammatical mistakes when they spoke spontaneously.