The thesis examines the issue of communicative activity psychology at preschool age children with developmental delay. The concepts of "communication", "interactions" and "communicative activity" are considered; it is noted that, today, the discourse and scientific substantiation of these concepts acquire an interdisciplinary character and are developed within various scientific disciplines: communication theory, psycholinguistics, communicative linguistics, linguistic pragmatics, communicative philosophy, sociology, cultural studies, psychology, pedagogy and other fields of knowledge. The genesis of communicative activities, as a multidimensional reality, is a trigger mechanism for implementation of a child’s internal and external dialogical communications and contains in its own structure the semantic and reflective (axiological-meaning) components of onto- and subject-genesis. A communicative activity on the socio-cultural plane is both noumenal and phenomenological in nature. The phenomenological side is characterized by informational processes that are dichotomous, which means that they determine the content of both internal and external worlds. External communications through informational messages help to provide information about results of cultural activities and transmit cultural values into the world. The inner side of communicative activities determines creative links and "values-images" creation as a result of mutual links of phenomena and acts of the nature, human beings, culture and society. Criteria, parameters, indicators were developed, psychological diagnostic researching methods for communicative activities of preschool children with developmental delay were selected and modified, which became the basis of the diagnostic set. A scientifically grounded experimental model of communicative activity research for preschool children developmental delay was created. The peculiarities of the formation of communicative activity components at preschool-age children with developmental delay are revealed in the thesis. The peculiarities of the motivational, inter-subjective, semantic and reflective communicative activity components at preschoolers with developmental delay are shown. The types of formed communicative activities of such children are differentiated. A technology for communicative activity forming at preschool-age children with developmental delay was theoretically substantiated, this technology was developed and its effectiveness was tested experimentally. The psychological and pedagogical conditions for implementation of the communicative activity forming technology are determined and discussed. The thesis outlines the following principles of communicative activity formation at preschoolers with developmental delay: strategic principles - post-non-classical, taking into account of many approaches and a paradigm; value-semantic orientation; subjective orientation; internalization-exteriorization; unity of consciousness and activity; focus on a peer; clear boundaries of interaction; adults’ anticipatory initiatives; communicative activity formation at games; communicative activity formation with support on a personal type of attitude towards peers; awareness and reflexivity; as well as tactical principles - modelling of content, methods and techniques; psychological and pedagogical support for a child’s personal inclusion into corrective and developmental activities; dialogue interactions. The ideas of the basic conceptual existential-subjective and technological approaches to communicative activity formation at preschoolers with developmental delay are highlighted. The directions and stages of communicative activity formation at preschoolers with developmental delay are theoretically substantiated (the directions: corrective-developmental and educational-consultative; the stages of formation: communicative activity with the Other in society, communicative activities with the Other in culture, communicative activity with the personalized Other, understanding of causes and prediction of the Other’s behaviour; values and meanings of communicative activity). The results of the forming experiment prove expediency and effectiveness of the proposed technology, which contributes to communicative activity improvement at preschoolers with developmental delay.
