Nikolenko A.
speech therapist, Shichi School development and correction center, Kyiv, Ukraine
Tychyna K.
PhD in Psychology, Senior lecturer, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine
Taran O.
PhD in Psychology, Associate Professor, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine
Khomyk T.
PhD in Pedagogy Senior lecturer, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine
Kosianchuk A.
Lecturer, Borys Grinchenko Kyiv Metropolitan University, Kyiv, Ukraine

Abstract
The article is devoted to the problem of forming figurative thinking in children of senior preschool age with severe speech disorders. The article introduces the definition of the concept of «figurative thinking». The article presents scientific researches on the peculiarities of the state of formation of figurative thinking in senior preschool children in ontogenesis and dysontogenesis, and the use of eidetics in the process of teaching and upbringing of senior preschool children. Based on the analysis of scientific literature, there is a noticeable lack on the of emphasis on the application of eidetic techniques in formation of figurative thinking in senior preschool children with severe speech disorders.
The main method of the study was a psychological experiment consisting of three stages – stating, formative and control. At the first stage, when the study of figurative thinking was carried out through the study of figurative memory by three parameters – «ability to create images», «ability to operate images», «ability to create and operate images based on associations», it was stated that the level of figurative thinking formation in senior preschool children with severe speech disorders is insufficient compared to children with typical speech development. In this regard, a methodology for the formation of figurative thinking in senior preschool children with severe speech disorders using eidetic techniques, consisting of two stages, has been developed and tested. The I stage – teaching children to create mental images by establishing various associations with objects or phenomena through the maximum use of sensory systems; The I stage – practicing the use of images created on the basis of associations, as well as images previously created and stored in children’s memory, and transforming one image into another. The article presents the generalized results of the formative stage of the experiment, using the χ2-criterion to statistically prove the effectiveness of the formative methodology. Based on the results of the study, conclusions are drawn and prospects for further research are outlined.

Keywords: eidetic technique, mental imagery, imaginative memory, image processing, speech disorders, cognitive functions, communication.