Mental and speech development of children after cochlear implantation as a rehabilitation factor in the learning process: modern concepts and approaches

Introduction. Cochlear implantation (CI) is the most effective method for restoring hearing in individuals with sensorineural hearing loss. The question of how to teach and rehabilitate a child who previously had no connection with the outside world through hearing is relevant. Aim. The present research aims to consider and analyse the main theoretical concepts related to the development of mental and speech processes in children after cochlear implantation. It seeks to identify factors and learning trajectories that influence the formation of cognitive structures, taking into account ontogenetic peculiarities to justify the necessity of creating an integrated approach model in the education and rehabilitation of children with impaired auditory analysers. Methodology and research methods. The work was based on an activity-based and natural-scientific approach, as well as a cultural and historical concept of the formation of higher mental functions. The research methods involved analysing and structuring the results of studies conducted by Russian and foreign authors. Results. The results of the analysis of modern research have shown the significant role of mental and speech development in the education and rehabilitation of children after cochlear implantation. The main theoretical concepts include the following postulates: the transition of a child to internal speech occurs with a significant delay, relying solely on the study of pronouncing words; children with impaired hearing may possess the skill of reading and writing, but it functions as a mechanical knowledge of the rules for performing these skills, rather than understanding the information received; a child with a cochlear implant may have developed external speech, which does not necessarily indicate the development of thinking. Scientific novelty. The scientific novelty of this work lies in structuring and highlighting the main modern theoretical concepts related to the formation and development of mental and speech processes in children after cochlear implantation. This has enabled the formulation of a position that views these processes as targets for effective learning and socialisation of the child as a whole. Theoretical substantiation is provided for an integrated approach to developing psychological, pedagogical, and psychocorrection programmes for the education and rehabilitation of children with impaired auditory analysers. Practical significance. During the rehabilitation process of a child following cochlear implantation, it is essential to consider factors such as the natural speech environment, emotional background, and the focus of remedial activities on developing understanding and comprehension of perceived information.

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