Research competencies of educators to diagnose the language development of 5-6 years old children as a measure of their well-being

This article explores the competencies of educators in diagnosing language development in children aged 5-6 years, considering it as a key indicator of their well-being. The aim of the study is to analyze the role of educators in monitoring the speech development of preschool children as a measure of their well-being, as well as the significance of their competencies in timely identifying speech disorders and adjusting pedagogical strategies. The research task is to provide a theoretical analysis of the impact of effective language development diagnostics for 5-6-year-old children as a measure of their well-being. The scientific relevance of the work lies in analyzing the impact of speech development on the well-being of preschool children, which helps in understanding their mechanisms of social adaptation. The practical significance of the study is connected to improving the quality of educators’ competencies in diagnosing language development in 5-6-year-old children as an indicator of their well-being.

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