This article considers the important role of attention in the emergence and perception of speech, and the fact that in preschool children whose speech is not fully developed, the division of attention between speech and practical action is a practically impossible task. Children's attention deficits are observed throughout the entire work process. They have difficulty switching attention, that is, switching from one thing to another, from one type of activity to another. One of the reasons for this is the presence or absence of a connection between the contents of the work being performed sequentially. If there is such a connection, attention shifts quickly and easily. Another reason for the ease or difficulty of switching attention lies in the children's relationship to the objects of attention and the work being performed. The difficulty of switching attention in children with speech disorders is also determined by their relationship to their own disorders. Some children are aware of their shortcomings and are ashamed of them, while others do not care about their shortcomings and do not seek to correct them. These factors prevent them from concentrating and overcoming speech defects.

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