Thinking is the highest form of reflection of the world, it is a process of human cognitive activity characterized by a generalized and indirect reflection of reality.
Violation of the correct development of thinking, lagging behind peers, inability or reduced ability to develop thinking in accordance with the gradually increasing requirements of the school (and before school) and developing forms of life outside of school make the psychologist or teacher assume the presence of a pathology of the child's intellectual development.
The lag in the development of thinking is one of the main features of different peers.
One of the first studies devoted to the problem of thinking and memory of children with mental retardation in general and the dynamics of mental activity in particular were the works of T.V. Egorova. Studying the dynamics of thinking, T.V. Egorova established a noticeable progress in the development of mental operations during the education of children in special experimental classes.
The dynamism of mental development and the effectiveness of the use of the assistance provided, according to T.V. Egorova, are those specific features on the basis of which it is possible to differentiate children with mental retardation from mentally retarded.
In the mental activity of children with mental retardation, the following features can be distinguished.
1. Uneven development of types of thinking. This feature was pointed out by W.V. Ul'enkov. She notes that there is a higher level of development of visual-effective and visual-figurative thinking in children with mental retardation in comparison with verbal-logical. Thus, non-verbal tests in terms of total indicators turned out to be more accessible to these children than verbal tests that assess thinking by analogy, generalizations on verbal material, and also a dictionary.
Research by T.V. Egorova showed that when comparing different types of activities that require visual-effective, visual-figurative and verbal-logical thinking, the greatest difficulties for younger students with mental retardation are solving tasks that require verbal-logical thinking. Visual-effective thinking, on the contrary, is disturbed to the least extent.
As noted by S.G. Shevchenko, the development of verbal and logical thinking in younger schoolchildren with mental retardation is negatively affected by a small stock of knowledge about the world around them, which is characterized by fuzziness, diffuseness and lack of system.
In the dissertation research T.A. Strekalova showed that the majority of children with mental retardation cannot independently build conclusions by comparing judgments, and experience pronounced difficulties in substantiating the truth and falsity of judgments. T.A. Strekalova compared the levels of development of visual and verbal-logical thinking and revealed a positive correlation between the ability to solve visual problems and the ability to build judgments and conclusions.
2. In children with mental retardation, there is a deficit of the motivational component, which manifests itself in the fact that cognitive processes are absolutely not of interest to such students. Mental activity is motivated by external and internal motives. Specific and most significant in this case are internal motives associated with the need to achieve a result and find a way to obtain it. In relation to them, any other motives - avoidance of failure, prestige, competitive, game and others - act as external ones. Therefore, the development of the motivational component of the mental activity of children with mental retardation is associated primarily with the development of internal motives.
Almost always in the classroom, children with mental retardation immediately become lethargic, bored or, conversely, overly restless, completely unable to concentrate on the task. Such children have extremely low cognitive activity, they avoid mental stress. As noted by T.A. Vlasov, compared with normal peers, children with developmental delay are characterized by a reduced level of cognitive activity. This is manifested primarily in their lack of curiosity.
Most adequately developing preschool children ask a lot of different questions about the surrounding objects and phenomena. At first, these questions are superficial, but gradually children begin to be interested in the essential, hidden properties of phenomena, complex connections and relationships between them. Children with mental retardation differ from normally developing peers in that some of them do not ask questions at all; these are slow, passive children with slow speech. Others ask questions that mainly concern only the external properties of the objects around them. These are somewhat disinhibited, verbose and even talkative children.
3. Lack of formation of the regulatory-target component. T.V. Egorova notes in her study that children with mental retardation "... could not control their actions during the decision. They were characterized by the absence of an orientation stage in the task. The subjects, as a rule, did not analyze the initial conditions of the task, did not plan their actions, but immediately proceeded to the manipulation of objects in the case of visual-practical problems or offered an inadequate solution as a solution.
T.V. Egorova, speaking about the low level of formation of mental activity in younger students with mental retardation, points to the originality of their mental process already at the initial stage of activity, which is orientation. She draws attention to the fact that when performing an educational, practical task for children with mental retardation, the absence or short-term nature of this stage is characteristic.
Due to low cognitive activity, children with mental retardation, according to the observations of T.V. Egorova, do not search for rational methods for solving the problem, do not seek to check the completed task. Quite often, the inability of these children to listen to the instructions to the end, the desire to begin the practical implementation of the task as soon as possible, is manifested. These facts were confirmed in a number of scientific and experimental works by N.A. Menchinskaya and A.N. Tsymbalyuk (70).
Children with mental retardation usually do not set goals, do not look for a rational solution. As N.P. Wiseman, the impossibility of a verbal explanation of the actions performed indicates the unconsciousness of thinking.
4. Unformed mental operations, such as analysis, synthesis, abstraction, generalization, comparison. N.P. Wiseman notes that the thinking of children with mental retardation is characterized by the weakness of the indicative stage, the unformed processes of analysis and synthesis, comparison, and abstraction.
Z.I. Kalmykova writes about children with mental retardation that by the time they enter school, these children usually have unformed elementary logical operations that are mastered by small preschoolers with an age-appropriate rate of development. Such children find it difficult to solve mental problems, especially in verbal and logical terms. They are helpless in carrying out the simplest logical operations.
In the course of special studies of the intellectual activity of children with mental retardation, it was found that by the beginning of school education, such mental operations as comparison, generalization, analysis, synthesis (especially at the verbal-logical level) were not formed or insufficiently formed. These operations constitute the main fund of intellectual activity, and their state determines its content characteristics, using which it is possible to describe the differences in the intellectual activity of children with developmental delay, normal and mentally retarded.
Research results by T.P. Artemyeva showed that underdevelopment of thinking is mainly manifested in a low level of formation of such mental operations as analysis and synthesis, as well as in specific defects in the dynamics of intellectual activity associated with low cognitive activity, insufficient focus, impulsiveness, and chaotic actions.
When characterizing the mental characteristics of children with mental retardation, it is impossible not to note the differences within this group of children. So, with a delay in mental development of constitutional, somatogenic, psychogenic origin, less pronounced disturbances in mental activity are observed. Children with these types of mental retardation correctly understand the task and orient themselves in its semantic aspect. They show a thoughtful attitude to the purpose of the task, strive to realize the question contained in it. So, in the course of performing test samples, they are asked to repeat the task, they say it out loud, trying to understand its meaning for themselves. If the meaning of the task is not clear, they refuse to work (“I don’t know how”, “I don’t understand”, etc.).
The ability to switch to new activities while maintaining focus when performing a new task is revealed. When performing all tasks, they carry out a positive transfer of the learned techniques and methods of activity to the solution of subsequent tasks. However, these characteristics are not constant, depending on the general condition of the child's body at the moment. In a state of fatigue, exhaustion, these children perform tasks, as a rule, below their capabilities, while revealing similar features with disorders in the mental activity of oligophrenic children (increased distractibility, difficulty switching to new activities, inability to concentrate, etc.). Under the condition of normal working capacity, children with mental retardation show the ability to establish logical and semantic connections in a mental task, and also remain focused when performing a task.
Children with cerebro-organic delay have a deeper impairment of mental activity. This is especially true when solving verbal-logical problems. They are practically not critical to their decisions.
This is confirmed by the study of T.V. Egorova, which analyzes the ability of children with mental retardation to solve visual-practical and visual-figurative tasks. She revealed that some children are approaching normally developing ones, while others, more numerous, are characterized by low cognitive activity, weakness of control, lack of an orientation stage in a task, inability to analyze initial conditions, plan their actions and foresee the result.
From the above, we can conclude that thinking is the highest form of reflection of the world - it is a process of human cognitive activity characterized by a generalized and indirect reflection of reality. The lag in the development of thinking is one of the main features of different peers. Among the little-studied problems of children's thinking, one should include the problem of individually - typical features of the mental activity of children with mental retardation. His mental activity is characterized by impulsiveness of actions, low significance of the model and a low level of self-control when performing a task, lack of focus in work, low level of productivity in activities, violation or loss of an activity program; pronounced difficulties in her "verbalization", which sometimes take the form of a clear discrepancy between speech and action. Such a child has fatigue, restlessness, low switchability. Such children require an individual approach to solving many problems, including in educational activities.
As for the development of thinking, studies devoted to this problem show that children with mental retardation are lagging behind in the development of all types of thinking, and especially verbal and logical. IN AND. Lubovsky (1979) notes a significant discrepancy between the level of intuitive-practical and verbal-logical thinking in these children: when performing tasks almost correctly, children often cannot justify their actions. Research by G.B. Shaumarov (1980) showed a higher level of development of visual-effective and visual-figurative thinking in children with mental retardation compared with verbal-logical thinking.
Of great importance for us is the study of I.N. Brokane (1981), carried out on children of six years of age with mental retardation. The author notes that in 6-year-old children with developmental delay, the operations of thinking are more developed on a sensual, concrete-objective, and not on a verbal-abstract level. First of all, the process of generalization suffers in these children. The potential of children with mental retardation is significantly lower than that of normal peers, but much higher than that of oligophrenic children. When organizing correctional work with preschoolers with mental retardation, I.N. Brokane recommends that the main attention be paid to the organization of children's activities in defining and grouping objects, to replenishing the sensory experience of children, the formation of a system of generalizing words - generic concepts, and also to the development of thinking operations.
The basis for the formation of verbal-logical thinking is visual-figurative thinking fully developed in accordance with age-related capabilities. T.V. Egorova (1971, 1975, 1979) found that children with mental retardation, later than children with normal development, master the ability to think in images without relying on objective action. The author singled out two stages in the development of visual-figurative thinking in these children. Stage I - the creation of a base, which is ensured by the formation of the ability to solve various problems in practical terms with the help of objective action; Stage II - the development of visual-figurative thinking proper, the formation of all mental operations. Children solve problems not only in the subject-effective plan, but also without relying on action in the mind.
T.V. Egorova also described a number of other features of the thinking of children with mental retardation. Among them, the inferiority of the processes of analysis, generalization, abstraction; lack of flexibility of thinking. IN AND. Lubovsky (1979), characterizing the development of mental operations in children with mental retardation, noted that they analyze unplannedly, omit many details, and highlight few signs. When generalizing, objects are compared in pairs (instead of comparing one object with all the others), generalization is made according to insignificant features. By the beginning of schooling, they have not formed or insufficiently formed mental operations: analysis, synthesis, comparison, generalization. S.A. Domishkevich (1977) also said that children with mental retardation have poorly developed mental operations accessible to their age. I.N. came to the same conclusion as a result of the study. Brokane (1981).
Studies have shown that children with mental retardation experience great difficulties in isolating any common features in a group of objects, in abstracting essential features from non-essential ones, in switching from one classification feature to another, that children have poor command of general terms (Z.M. Dunaeva, 1980; T. V. Egorova, 1971, 1973; A. Ya. Ivanova, 1976, 1977; A. N. Tsymbalyuk, 1974). Similar facts and dependencies characterizing mental activity are described by researchers in relation to "children who are not capable of learning" (A.H. HaydЈn, R.K. Smi-tti, C.S. Hippel, S.A. Baer, 1978).
S.G. Shevchenko (1975, 1976) studied the mastery of elementary concepts by children with mental retardation and found that these children are characterized by an unlawful expansion of the scope of specific and generic concepts and their insufficient differentiation. Children with mental retardation have difficulty mastering generalizing words; they are characterized by the inability to consider an object in a planned way, to single out parts in it and name them, to determine their shape, color, size, spatial ratio of parts. The main direction of the correctional work of S.G. Shevchenko considers the activation of the mental activity of children in the process of clarifying, expanding and systematizing their knowledge about the environment.
The inferential thinking of children with mental retardation has not yet been studied. Only T.V. Egorova (1975) and G.B. Shaumarov (1980) noted the difficulties that arise in younger schoolchildren with ZIR in establishing relationships by analogy between concepts, as well as between visual signs (T.V. Egorova, V.A. Lonina, T.V. Rozanova, 1975).
Many scientists who study children with mental retardation speak of the heterogeneity of this group of children and, along with the typical characteristics of children with mental retardation, highlight the individual characteristics of each child. Most often, researchers divide children into three subgroups. A.N. Tsymbalyuk (1974) makes such a division depending on the level of cognitive activity and productivity of children. G.B. Shaumarov (1980) bases grouping on the success of children in performing various tasks and singles out: 1) a group of children with mental retardation, the results of which are in the normal range; 2) a group of students whose total score is in the intermediate zone (typical delay); 3) students whose indicators are in the zone of mental retardation (deep delay). According to the author, children with typical mental retardation should form the main contingent of special schools for children with mental retardation. Z.M. Dunaeva (1980) divides children into three groups according to the characteristics of their behavior and the nature of their activities. V.A. Permyakova (1975) distinguishes 5 groups of children. She puts two parameters at the basis of the division: 1) the level of intellectual development (the stock of knowledge, observation, speed and flexibility of thinking, the development of speech and memory); 2) the level of general performance (endurance, development of arbitrary processes, rational methods of activity).
Output. One of the psychological features of children with mental retardation is that they have a lag in the development of all forms of thinking. This lag is found to the greatest extent during the solution of tasks involving the use of verbal-logical thinking. Least of all they lag behind in the development of visual-effective thinking.
Marina Kukushkina
Project "Formation of logical thinking in children with mental retardation through educational games"
Bronnin branch
MOU "Bolsheizhora School"
The passport project
educators:
Radyukova E. V.
Kukushkina M.V.
Lomonosovsky district
Leningrad region
village Peniki
1. Problematic
Education (ZPR) extremely difficult due to the mixed, complicated nature of their defect, in which developmental delay higher cortical functions are often combined with emotional-volitional disorders, activity disorders, motor and speech insufficiency.
Study problems children with mental retardation raised in the works of T. A. Vlasova, K. S. Lebedinskaya, V. I. Lubovsky, M. S. Pevzner, G. E. Sukhareva and others. development in children with mental retardation is a violation of thinking. For this category children are disturbed in all kinds of thinking, especially verbally logical. Backlog in development of thinking is one of the main features that distinguishes children with mental retardation from normally developing peers. According to L. N. Blinova, the lag in development mental activity is manifested in all components of the structure thinking, but exactly:
In the deficit of the motivational component, manifested in extremely low cognitive activity;
In the irrationality of the regulatory-target component, due to the lack of the need to set a goal, plan actions through empirical tests;
In a long lack of formation operational component, i.e. mental operations of analysis, synthesis, abstraction, generalization, comparison;
In violation of the dynamic aspects of thought processes.
It should be noted that the majority of preschoolers with mental retardation, first of all, lack the readiness for the intellectual effort necessary to successfully solve the intellectual task assigned to them. Majority children perform all the tasks correctly and well, but some of them need stimulating help, while others just need to repeat the task and give the mindset to concentrate. Among children of preschool age there are those who perform the task without much difficulty, but in most cases, children require repeated repetition of the task and the provision of various types of assistance. There are children who, having used all the attempts and help, do not cope with the tasks. Note that when distractions or foreign objects appear, the level of task completion drops sharply.
Thus, on the basis of the above provisions, it can be concluded that one of the psychological characteristics of children with mental retardation is that that they have a lag in development of all forms of thinking. This lag is found to the greatest extent during the solution of tasks involving the use of verbal logical thinking. Such a significant lag in development of verbal and logical convincingly speaks of the need for corrective developmental work in order to form in children smart operations, development mental activity and stimulation skills logical thinking.
2. Stages of work.
Based on the foregoing, the following steps were outlined work:
1. Study the scientific literature characterizing mental features of the development of children with mental retardation.
2. Prepare developing environment, taking into account age characteristics children with mental retardation.
3. Specifically identify the types of games through which the targeted work of the teacher will be carried out ( games, activating the cognitive activity of the child, contributing to the assimilation of certain logical operations).
4. Make a plan - a scheme for using games in joint and independent activities.
5. During the entire time period, observe the features formation of logical thinking skills(visual - figurative) for each individual child.
3. Goals and objectives of training and education.
Target: creating conditions for ;
Tasks:
1. To form the following operations in children: analysis - synthesis; comparison; use of the negative particle "not"; classification; orderliness of actions; orientation in space;
2. Build skills in children: argue, argue think logically;
3. Maintain u children cognitive interest;
4. develop in children: communication skills; desire to overcome difficulties; self-confidence; creative imagination; desire to come to the aid of peers in time.
4. Work system
4.1. Classification of games.
- developing(i.e. having several levels of complexity, diverse in application):
Gyenes blocks, Kuizener's sticks, Nikitin's blocks, mathematical tablet; allowance "Intoshka".
- development games spatial imagination:
Games with different constructor.
Gyenes blocks
Through various activities with logical blocks(partitioning, laying out according to certain rules, rebuilding, etc.) children master various thinking skills, which are important both in terms of pre-math preparation and in terms of general intellectual development. In specially designed games and exercises with blocks, children develop elementary skills of algorithmic culture thinking, the ability to perform actions in the mind.
Kuizener's sticks
Working with sticks allows you to translate practical, external actions into an internal plane. The sticks can be used to perform diagnostic tasks. Operations: comparison, analysis, synthesis, generalization, classification and seriation act not only as cognitive processes, operations, mental actions.
Nikitin games
Games Nikitin contribute formation and development of perception, spatial thinking, observational, development of tactile sensations visual control of the child over the performance of their actions.
math tablet
Develops the ability to navigate on a plane and solve problems in a coordinate system, work according to a scheme, see the connection between objects and the phenomenon of the surrounding world and its abstract images, contributes to development fine motor skills and coordination of hand movements, develops sensory abilities, ingenuity, imagination, develops inductive and deductive thinking.
Benefit "Intoshka"
While working with this guide develop all cognitive processes child: visual, tactile. Kinesthetic perception and memory, involuntary and voluntary attention. thought processes, speech, formed friendly eye and hand movements.
5. Organization of work in the classroom
In math class development Gyenes blocks, Kuizener's sticks, Nikitin's cubes, a mathematical tablet, a manual are introduced "Intoshka" games with building material.
6. Organization of joint and independent activities
When planning their pedagogical activities for a week, the following plan was developed - a scheme for organizing joint and independent gaming activities (it can be adjusted by the teacher throughout the school year).
Joint activity Independent activity
Monday - Benefit "Intoshka" -Games for the development of fine motor skills
Gyenes blocks
Tuesday - Blocks of Gyenes - Nikitin games
environment - Math tablet - Benefit "Intoshka"
Thursday - Cubes "Fold the Pattern"
- Nikitin games
Kuizener's sticks;
Math tablet;
Friday - Kuizener sticks
Benefit "Intoshka"
-games with building material
Here we have provided the following points:
Transition of one type of activity (games) from joint to independent;
· Weekly introduction of a new game activity educational material;
Joint activities are carried out frontally, but more often in groups (3 - 5 people) and in pairs.
The competitive nature of the games is used.
Thus, the knowledge acquired by the child in the classroom is consolidated in joint activities, after which they pass into independent and only after that - into everyday activities.
It should be noted that the elements of mental activity can be develop in all types of activities.
4. Working with children. Differentiated approach.
Development of logical thinking of children- the process is long and very laborious; first of all for themselves children - level of thinking each one is very specific.
Children are divided into three groups: strong-medium-weak.
This division helps to navigate in the selection of entertaining material and tasks, prevents possible overloads. "weak" children, loss of interest (due to the lack of complications)- at "strong".
Analyzing the results of the survey, we can conclude that preschoolers have increased cognitive interest in intellectual games. At children significantly increased the level development analytical-synthetic sphere ( logical thinking, analysis and generalization, identification of essential features and patterns). Children are able to make silhouette figures according to the model and their own design; operate on the properties of objects, encode and decode information about them; decide logical tasks, puzzles; have an understanding of the algorithm; establish mathematical relationships. Used system of use developing games and exercises had a positive impact on the level development mental capacity children. Children perform tasks with great desire, since the play is of primary importance. task form. They are fascinated by the elements of the plot included in the tasks, the ability to perform game actions with the material.
So the system used developing games and exercises promotes the formation of the logic of thought, ingenuity, and ingenuity, spatial representations, development interest in solving cognitive, creative problems, in a variety of intellectual activities.
Technological map of the project
Name project
Formation of logical thinking in children with mental retardation through educational games
Type project
Informative
Age children
Duration design activity Annual
Purpose Creation of conditions for formation of logical thinking in children with mental retardation through educational games and exercises
Tasks 1. Create pedagogical conditions, a system of work on development of logical thinking in children with ZPR through the use educational games and exercises;
2. Ensure positive dynamics development of logical thinking;
3. form parental competence (legal representatives) in matters of intellectual development of preschoolers.
Resources 1. Children, caregivers, parents;
2. Gyenes blocks, albums for games with logical blocks;
3. Kuizener's sticks, albums "Chip shop, "House with a bell", "Magic Tracks", "Land of Blocks and Sticks";
4. Nikitin games, "Fold the Pattern", album of tasks "Miracle Cubes";
5. Mathematical tablets;
6. Benefit "Intoshka";
7. Constructor (lego, magnetic Magformers, constructor "Polindron Giant", "Great Gears", "Home construction", "Transport", "Fishing", "Lacing", soft modules.)
Stages The initial stage involved the discovery of a problem, the selection of diagnostic material and the identification of the level development of logical thinking in children with mental retardation.
On the formative stage was carried out:
1. Selection and modeling forms of work with children;
2. Transformation of subject-spatial developing environment;
The final stage: summing up, public presentation of the results of joint activities.
The novelty of experience consists in creating a system for using modern educational games aimed at development of logical thinking cognitive interests children with mental retardation.
Experience Description For formation of logical thinking best for preschoolers "child's element"- game (F. Ferbel). Let the children think that they are only playing. But unnoticed in the process games preschoolers calculate, compare objects, design, decide logical tasks, etc.. e. They are interested because they love to play. The role of the teacher in this process is to support the interests children.
Gyenes Logic Blocks.
Usage tasks logical Gyenes blocks in work with children:
. Develop notion of a set, operations on a set; form ideas about mathematical concepts;
Develop the ability to identify properties in objects, name them, adequately indicate their absence;
Generalize objects according to their properties, explain the similarities and differences of objects, justify their reasoning;
Introduce form, color, size, thickness of objects;
Develop spatial representations;
Develop knowledge, skills and abilities necessary for independent solution of educational and practical problems;
To cultivate independence, initiative, perseverance in achieving goals, overcoming difficulties;
Develop cognitive processes, mental operations;
Develop
Kuizener sticks.
Tasks of using Kuizener sticks in working with children:
Introduce the concept of color (distinguish color, classify by color);
Introduce the concept of size, length, height, width (exercise in comparing objects in height, length, width);
introduce children with a sequence of natural numbers;
Master direct and reverse counting;
Get to know the composition of the number (from units and two smaller numbers);
Learn the relationship between numbers (more - less, more - less by., use comparison signs<, >;
Help to master the arithmetic operations of addition, subtraction, multiplication and division;
Learn to divide the whole into parts and measure objects;
Develop creativity, imagination, fantasy, ability to model and design;
Introduce the properties of geometric shapes;
Develop spatial representations (left, right, above, below, etc.);
Develop logical thinking, attention, memory;
Cultivate independence, initiative, perseverance in achieving the goal.
Nikitin games.
children:
Development the child has a cognitive interest and research activity;
Development of observation, imagination, memory, attention, thinking and creativity;
Harmonious child development emotionally figurative and logical beginnings;
Formation basic ideas about the world around, mathematical concepts, sound-letter phenomena;
Development of fine motor skills.
Math tablet.
The tasks of using games in working with children:
Development fine motor skills and the ability to work according to the model;
Strengthen the child's desire to learn something new, experiment and work independently;
Encourage the child to learn positive ways of behavior in various situations;
Promote development cognitive functions (attention, logical thinking, auditory memory, imagination);
Benefit "Intoshka".
Included in the educational kit development"Intoshka" Includes five themed sets with game tools (in boxes):
1. "Planar orientation and hand-eye coordination";
2. "Basic geometric shapes and their transformation";
3. “Classification by color, size and form» ;
4. "Similarities and differences of spatial objects";
5. "Elementary Mathematical Representations".
The tasks of using games in working with children:
Development of fine motor skills;
Development friendly movements of the eyes and hands;
Development interhemispheric connections;
Development of attention, memory;
Development of logical thinking(analysis, synthesis, classification, spatial and creativity thinking;
Speech development(phonemic analysis, division of words into syllables, development grammatical structure of speech, automation of sounds).
Games with building material.
These games develop spatial imagination, teach children analyze a sample building, a little later act according to the simplest scheme (drawing). The creative process includes brain teaser operations - comparison, synthesis (recreating the object).
Expected results In use developing games and exercises to promote the formation of logical thinking in children with mental retardation.
Literature
1. Wenger, L. A. Development games and exercises the mental abilities of children preschool age / L. A. Wenger, O. M. Dyachenko. – M.: Enlightenment, 1989.
2. Komarova, L. D. How to work with Kuizener sticks? Games and math teaching exercises children 5-7 years / L. D. Komarova. - M, 2008.
3. Methodological advice on the use of didactic games with Gyenesh blocks and logical figures. - St. Petersburg.
4. Misuna, N. S. Developing logical thinking / N. S. Misuna // Preschool education, 2005.
5. Finkelstein, B. B. Methodological advice on the use of a set of games and exercises with Kuizener's colored sticks / B. B. Finkelstein. 2003.
COMMITTEE OF GENERAL AND VOCATIONAL EDUCATION OF THE LENINGRAD REGION
AUTONOMOUS EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL EDUCATION
LENINGRAD STATE UNIVERSITY
them. A.S. Pushkin
Faculty of Defectology
Department of correctional pedagogy and correctional psychology
COURSE WORK
Features of thinking in children with mental retardation of primary school age
Completed by: 4th year student
correspondence department
specialty - special psychology
Vazhenina Elena Yurievna
Checked:
Efremov K.D.
St. Petersburg
Introduction
Chapter 1 Thinking
1.1 Thinking as a mental feature of a person
1.2 Features of thinking in children of primary school age
Chapter 2 Mental Retardation
2.1 Psychology of children with mental retardation
2.2 Specificity of thinking in children with mental retardation of primary school age
Conclusion
List of used literature
Introduction
The problem of mild deviations in mental development arose and acquired particular importance both in foreign and domestic science only in the middle of the 20th century, when, due to the rapid development of various fields of science and technology and the complication of programs in general education schools, a large number of children with learning difficulties appeared. . Teachers and psychologists attached great importance to the analysis of the causes of this poor progress. Quite often, it was explained by mental retardation, which was accompanied by the sending of such children to auxiliary schools, which appeared in Russia in 1908-1910. inherent in mental retardation. In the 50-60s. this problem acquired special significance, as a result of which, under the guidance of M.S. Pevzner, a student of L.S. Vygotsky, a specialist in the field of mental retardation, began a comprehensive study of the causes of academic failure. The sharp increase in poor progress against the background of the complication of training programs made her assume the existence of some form of mental insufficiency, which manifests itself in conditions of increased educational requirements. A comprehensive clinical, psychological and pedagogical examination of stubbornly underachieving students from schools in various regions of the country and the analysis of a huge amount of data formed the basis of the formulated ideas about children with mental retardation (MPD). a significant part (about 50%) of underachieving students of the general education system. The work of M.S. Pevzner “Children with developmental disabilities: the delimitation of oligophrenia from similar conditions” (1966) and the book “To the teacher about children with developmental disabilities”, written jointly with T.A. Vlasova (1967), are the first in a series psychological and pedagogical publications devoted to the study and correction of mental retardation. Thus, a complex of studies of this developmental anomaly, begun at the Research Institute of Defectology of the Academy of Pedagogical Sciences of the USSR in the 1960s. under the leadership of T.A. Vlasova and M.S. Pevzner, was dictated by the urgent needs of life: on the one hand, the need to establish the causes of failure in public schools and find ways to combat it, on the other hand, the need to further differentiate mental retardation and other clinical disorders cognitive activity.
In foreign literature, children with mental retardation are considered either from purely pedagogical positions and are usually described as children with learning difficulties (educationally disabled, children with learning disabilities), or are defined as unadapted, mainly due to unfavorable living conditions (maladjusted), pedagogically neglected, subjected to social and cultural deprivation (socially and culturally deprived). This group of children also includes children with behavioral disorders. Other authors, according to the idea that developmental delay, manifested in learning difficulties, is associated with residual (residual) organic brain damage, children in this category are called children with minimal brain damage (minimal brain damage) or children with minimal (mild) brain damage. dysfunction (minimal brain dysfunction). The term “children with attention deficit hyperactivity disorder” (ADHD syndrome) is widely used to describe children with specific partial learning difficulties.
Subject: the study of the characteristics of thinking in children of primary school age with mental retardation
Object: children of primary school age with mental retardation
Purpose of the work: theoretical study of this issue
1. The study of thinking as a mental trait of a person
2. The study of thinking in children of primary school age
3. Studying the characteristics of children with mental retardation
4. Studying the specifics of thinking in children of primary school age with mental retardation
Chapter 1
1.1 Thinking as a mental feature of a person
Thinking is the highest stage of human cognition, the process of reflection in the brain of the surrounding real world, based on two fundamentally different psychophysiological mechanisms: the formation and continuous replenishment of the stock of concepts, ideas and the derivation of new judgments and conclusions. Thinking allows you to gain knowledge about such objects, properties and relationships of the surrounding world that cannot be directly perceived using the first signal system. The forms and laws of thinking are the subject of consideration of logic, and the psychophysiological mechanisms - respectively - of psychology and physiology. Human mental activity is inextricably linked with the second signal system. At the basis of thinking, two processes are distinguished: the transformation of thought into speech (written or oral) and the extraction of thought, content from its specific verbal form of communication. Thought is a form of the most complex generalized abstract reflection of reality, due to some motives, a specific process of integrating certain ideas, concepts in specific conditions of social development. Therefore, thought as an element of higher nervous activity is the result of the socio-historical development of the individual with the promotion of the linguistic form of information processing to the fore. Creative thinking of a person is associated with the formation of new concepts. The word as a signal signal designates a dynamic complex of specific stimuli generalized in the concept expressed by the given word and having a wide context with other words, with other concepts. Throughout life, a person continuously replenishes the content of the concepts that are formed in him by expanding the contextual connections of the words and phrases he uses. Any learning process, as a rule, is associated with the expansion of the meaning of old and the formation of new concepts. The verbal basis of mental activity largely determines the nature of development, the formation of thinking processes in a child, manifests itself in the formation and improvement of the nervous mechanism for providing a person’s conceptual apparatus based on the use of logical laws of inference, reasoning (inductive and deductive thinking). The first speech-motor temporal connections appear by the end of the first year of a child's life; at the age of 9-10 months, the word becomes one of the significant elements, components of a complex stimulus, but does not yet act as an independent stimulus. The combination of words into successive complexes, into separate semantic phrases, is observed in the second year of a child's life.
The depth of mental activity, which determines mental characteristics and forms the basis of human intellect, is largely due to the development of the generalizing function of the word. In the formation of the generalizing function of the word in a person, the following stages, or stages, of the integrative function of the brain are distinguished. At the first stage of integration, the word replaces the sensory perception of a certain object (phenomenon, event) denoted by it. At this stage, each word acts as a conventional sign of one particular object; the word does not express its generalizing function, which unites all unambiguous objects of this class. For example, the word "doll" for a child means specifically the doll that he has, but not the doll in the shop window, in the nursery, etc. This stage occurs at the end of the 1st - the beginning of the 2nd year of life. At the second stage, the word replaces several sensual images that unite homogeneous objects. The word "doll" for the child becomes a generic designation for the various dolls that he sees. This understanding and use of the word occurs by the end of the 2nd year of life. At the third stage, the word replaces a number of sensual images of heterogeneous objects. The child has an understanding of the general meaning of words: for example, the word “toy” for a child means a doll, a ball, a cube, etc. This level of word processing is achieved in the 3rd year of life. Finally, the fourth stage of the integrative function of the word, characterized by verbal generalizations of the second or third order, is formed at the 5th year of a child’s life (he understands that the word “thing” denotes integrating words of the previous level of generalization, such as “toy”, “food”, "book", "clothing", etc.). The stages of development of the integrative generalizing function of the word as an integral element of mental operations are closely related to the stages, periods of development of cognitive abilities. The first initial period falls on the stage of development of sensorimotor coordination (a child aged 1.5-2 years). The next - the period of pre-operational thinking (age 2-7 years) is determined by the development of the language: the child begins to actively use sensorimotor schemes of thinking. The third period is characterized by the development of coherent operations: the child develops the ability for logical reasoning using specific concepts (age 7-11 years). By the beginning of this period, verbal thinking and activation of the child's inner speech begin to predominate in the child's behavior. Finally, the last, final stage in the development of cognitive abilities is the period of formation and implementation of logical operations based on the development of elements of abstract thinking, the logic of reasoning and inference (11-16 years). At the age of 15-17 years, the formation of neuro- and psycho-physiological mechanisms of mental activity is basically completed. Further development of the mind, intellect is achieved through quantitative changes, all the main mechanisms that determine the essence of the human intellect have already been formed.
In psychology, thinking is a set of mental processes that underlie cognition; Thinking refers to the active side of cognition: attention, perception, the process of associations, the formation of concepts and judgments. In a closer logical sense, thinking includes only the formation of judgments and conclusions through the analysis and synthesis of concepts. Thinking is a mediated and generalized reflection of reality, a type of mental activity, which consists in knowing the essence of things and phenomena, regular connections and relationships between them. Thinking as one of the mental functions is a mental process of reflection and cognition of the essential connections and relations of objects and phenomena of the objective world. The first feature of thinking is its indirect character. What a person cannot cognize directly, directly, he cognizes indirectly, indirectly: some properties through others, the unknown through the known. Thinking is always based on the data of sensory experience - sensations, perceptions, ideas - and on previously acquired theoretical knowledge. The second feature of thinking is its generalization. Generalization as knowledge of the general and essential in the objects of reality is possible because all the properties of these objects are connected with each other. The general exists and manifests itself only in the individual, in the concrete. Thinking is also defined as a process of cognitive activity of an individual, characterized by a generalized and mediated reflection of reality. Types of thinking are a manifestation of the features of cognitive mechanisms in solving problems, searching for answers to questions. The more complex the thinking, the greater the place in it is occupied by mental processes. In psychology, the following somewhat conditional classification of types of thinking is accepted and widespread on such various grounds as:
1. According to the genesis of development, thinking is distinguished:
· Visual-effective thinking - a type of thinking based on the direct perception of objects in the process of acting with them. This thinking is the most elementary type of thinking that arises in practical activity and is the basis for the formation of more complex types of thinking;
Visual-figurative thinking is a type of thinking characterized by reliance on representations and images. With visual-figurative thinking, the situation is transformed in terms of an image or representation;
· Verbal-logical thinking - a kind of thinking, carried out with the help of logical operations with concepts. In verbal-logical thinking, using logical concepts, the subject can learn the essential patterns and unobservable relationships of the reality under study;
· Abstract-logical (abstract) thinking - a type of thinking based on the allocation of essential properties and relationships of the subject and abstraction from others, non-essential. Visual-effective, visual-figurative, verbal-logical and abstract-logical thinking are successive stages in the development of thinking in phylogeny and ontogenesis;
2. According to the nature of the tasks to be solved, thinking is distinguished:
· Theoretical thinking - thinking on the basis of theoretical reasoning and conclusions. Theoretical thinking is the knowledge of laws and rules.
· Practical thinking - thinking based on judgments and conclusions based on the solution of practical problems. The main task of practical thinking is the development of means for the practical transformation of reality: setting a goal, creating a plan, project, scheme.
3. According to the degree of deployment, thinking is distinguished:
Discursive (analytical) thinking - thinking, mediated by the logic of reasoning, not perception. Analytical thinking is deployed in time, has clearly defined stages, is represented in the mind of the thinking person himself.
· Intuitive thinking - thinking based on direct sensory perceptions and direct reflection of the effects of objects and phenomena of the objective world. Intuitive thinking is characterized by the speed of flow, the absence of clearly defined stages, and is minimally conscious.
4. According to the degree of novelty and originality, thinking is distinguished:
· Reproductive thinking - thinking on the basis of images and ideas drawn from some specific sources.
· Productive thinking - thinking based on creative imagination.
5. According to the means of thinking, thinking is distinguished:
Visual thinking - thinking on the basis of images and representations of objects.
· Verbal thinking - thinking, operating with abstract sign structures.
6. According to the functions, thinking is distinguished:
· Critical thinking is aimed at identifying flaws in the judgments of other people.
· Creative thinking is associated with the discovery of fundamentally new knowledge, with the generation of one's own original ideas, and not with the evaluation of other people's thoughts.
There are also theoretical and practical thinking, theoretical and empirical, logical (analytical) and intuitive, realistic and autistic (associated with escape from reality into inner experiences), productive and reproductive, involuntary and arbitrary.
1.2 Features of thinking in children of primary school age
Thinking is the process of cognition of reality on the basis of establishing connections and relationships between objects and phenomena of the surrounding world. Cognitive activity and curiosity of the child are constantly aimed at learning about the world around and building their own picture of this world. Thinking is inextricably linked with speech. The more active the child is mentally, the more questions he asks and the more diverse these questions are. Younger students use the widest typology of questions. For example, in one of our lessons they asked questions of the following types: what is it?, who is it?, why?, why?, for what?, from what?, is there?, does it happen? , how?, whom?, what?, what will happen if?, where?, how much?, do you know how? As a rule, when formulating a question, children of primary school age imagine a real situation and how they act in this situation. Such thinking, in which the solution of the problem occurs as a result of internal actions with images of perception or representation, is called visual-figurative. Visual-figurative is the main type of thinking in primary school age. A verbally expressed thought that does not have support in visual representations can be difficult for these children to understand. Of course, a younger student can think logically, but it should be remembered that this age is more sensitive to learning based on visualization. Children's judgments are usually isolated and conditioned by personal experience. Therefore, they are categorical and usually refer to visual reality. Since the child's thinking is concrete, it is not surprising that he prefers to reduce everything to the particular when explaining something and loves to read books with a plot full of all sorts of adventures. At this age, the chain of judgments - inferences - is rarely used. The main role in thinking during this period is played by memory, judgments by analogy are very widely used, therefore the earliest form of proof is an example. Given this feature, convincing or explaining something to a child, it is necessary to reinforce your speech with a clear example. Egocentrism is considered as a central feature of pre-conceptual thinking. Due to egocentrism, the child does not fall into the sphere of his own reflection. He cannot look at himself from the outside, because he is not able to freely transform the reference system, the beginning of which is rigidly connected with himself, with his "I".
Vivid examples of the egocentrism of children's thinking are the facts when children do not include themselves among them when listing members of their family. They do not always correctly understand situations that require some detachment from their own point of view and acceptance of someone else's position. Phrases like "And if you were in his place?" or “Would it be nice for you if they did this to you?” - often do not have the proper impact on children of preschool and primary school age, because they do not cause the desired reaction of empathy. Egocentrism does not allow children to take to heart someone else's experience, expressed purely verbally (without empathy). Overcoming children's egocentrism presupposes the assimilation of reversible operations. The game helps to overcome egocentrism, since it acts as a real practice of changing positions, as a practice of relating to a partner in the game from the point of view of the role that the child performs. This goal is served by a variety of role-playing games (in "daughters-mothers", "hospital", "school", "shop", etc.). However, not only the game, but also any communication with peers contributes to decentration, i.e., correlating one's point of view with the positions of other people. As long as the child's intellectual operations are self-centered, this does not enable him to distinguish between a subjective point of view and objective relations. Decentration, the free transfer of the coordinate system, removes these restrictions and stimulates the formation of conceptual thinking. Then there is an expansion of the mental field, which allows you to build a system of relationships and classes that are not dependent on the position of your own "I". Developing decentration allows you to move from the future to the past and back, which makes it possible to look at your life from any time position and even from a moment outside your own life. Decentration creates the prerequisites for the formation of identification, i.e. the ability of a person to move away from his own egocentric position, to accept the point of view of another. At the pre-conceptual level, direct and inverse operations are not yet combined into fully reversible compositions, and this predetermines defects in understanding. The main one is insensitivity to contradiction, which leads to the fact that children repeat the same mistake many times. The specificity of pre-conceptual thinking is also manifested in such a characteristic feature as the lack of ideas about the conservation of quantity. Children's thinking based on evidence leads them to erroneous conclusions. Transaction is a feature of pre-conceptual thinking associated with the operation of single cases. It is carried out by the child both instead of induction and instead of deduction, leading to the confusion of the essential properties of objects with their random features. Syncretism is also an essential feature of pre-conceptual thinking. This operation of linking everything to everything is used by children for both analysis and synthesis. Instead of classifying objects, children liken them more or less crudely and, passing from one object to another, ascribe to the latter all the properties of the former. Due to syncretism, two phenomena perceived simultaneously are immediately included in the general scheme, and cause-and-effect relationships are replaced by subjective relationships imposed by perception.
Thus, to explain some property of an object, children use other properties of the same object. Syncretism is responsible for the fact that the child cannot systematically explore the object, compare its parts and understand their relationships.
So, thinking develops from concrete images to concepts denoted by a word. The images and ideas of different people are individual. Varying greatly, they do not provide reliable mutual understanding. This explains why adults cannot reach a high level of mutual understanding when communicating with children who are at the level of pre-conceptual thinking. Concepts are common names by which a person calls a whole set of things. Therefore, they already coincide in content with different people to a much greater extent, which leads to easier mutual understanding. Thanks to the reversibility of logical operations inherent in conceptual thinking, instead of the operation of transduction (movement from the particular to the particular), two new operations become available to the child: movement from the particular to the general and vice versa with the help of induction and deduction. Simultaneously with the child's overcoming of the limitations of pre-conceptual thinking, operations develop. First, operations are formed as structures of external material actions, then as specific operations, i.e., systems of actions performed already in the mind, but still based on direct perception, after which internal structures of formal operations, logic and conceptual thinking arise. The applied operations limit the level of ideas available to the child about space and time, causality and chance, quantity and movement. The development of operations leads to the emergence of such an important element of conceptual thinking as inference. Teachers gradually develop children's ability for verbal-logical thinking, reasoning, conclusions and conclusions. If first-graders and second-graders usually replace argumentation and proof with a simple indication of a real fact or rely on analogy, then third-grade students, under the influence of training, are already able to give a reasonable proof, develop an argument, build the simplest deductive conclusion. The very concept of figurative thinking implies operating with images, drawing various operations (thinking) based on representations. This type of thinking is available to preschool children (up to 5.5 - 6 years old). They are not yet able to think abstractly (in symbols), distracted from reality, a visual image. Therefore, efforts here should be focused on developing in children the ability to create various images in their heads, i.e. visualize. Part of the exercises for developing the ability to visualize are described in the section on memory training. We did not repeat ourselves and supplemented them with others. Approximately at the age of 6 - 7 years (with admission to school), the child begins to form two new types of thinking for him - verbal-logical and abstract. The success of schooling depends on the level of development of these types of thinking. Insufficient development of verbal-logical thinking leads to difficulties in performing any logical actions (analysis, generalization, highlighting the main thing when drawing conclusions) and operations with words. Exercises for the development of this type of thinking are aimed at developing the child's ability to systematize words according to a certain attribute, the ability to distinguish generic and specific concepts, the development of inductive speech thinking, the function of generalization and the ability to abstract. It should be noted that the higher the level of generalization, the better developed the child's ability to abstract. Here we also provide a description of logical tasks - this is a special section on the development of verbal-logical thinking, which includes a number of various exercises. Logical tasks involve the implementation of a thought process associated with the use of concepts, logical structures that exist on the basis of language tools. In the course of such thinking, there is a transition from one judgment to another, their correlation through the mediation of the content of some judgments by the content of others, and as a result, a conclusion is formulated. As the domestic psychologist S.L. Rubinshtein, "in conclusion... knowledge is obtained indirectly through knowledge without any borrowing in each individual case from direct experience." Developing verbal-logical thinking through the solution of logical problems, it is necessary to select such tasks that would require inductive (from the singular to the general), deductive (from the general to the singular) and traductive (from the singular to the singular or from the general to the general, when premises and conclusions are judgments of the same generality) inferences. Traductive reasoning can be used as the first step in learning to solve logical problems. These are tasks in which, based on the absence or presence of one of the two possible features in one of the two objects under discussion, a conclusion follows about the presence or absence of this feature in the other object, respectively. For example, "Natasha's dog is small and fluffy, Ira's is big and fluffy. What is the same about these dogs? Is it different?" Insufficient development of abstract-logical thinking - the child has a poor command of abstract concepts that cannot be perceived with the help of the senses (for example, an equation, an area, etc.). d.). The functioning of this type of thinking occurs based on concepts. Concepts reflect the essence of objects and are expressed in words or other signs. Usually this type of thinking only begins to develop at primary school age, however, tasks that require solutions in the abstract-logical sphere are already included in the school curriculum. This determines the difficulties that arise in children in the process of mastering educational material. We offer exercises that not only develop abstract-logical thinking, but also meet the main characteristics of this type of thinking in their content.
This includes tasks for the formation of the ability to identify essential properties (features) of specific objects and abstraction from secondary qualities, the ability to separate the form of a concept from its content, establish links between concepts (logical associations), and the formation of the ability to operate with meaning.
Chapter 2
2.1 Psychology of children with mental retardation
The psychology of children with mental retardation is a section of modern psychology that studies the general and specific patterns of development of children in this category. International classifications of diseases of the 9th and 10th revisions give more generalized definitions of these conditions: "specific mental retardation" and "specific mental retardation", including partial (partial) underdevelopment of certain prerequisites of intelligence with subsequent difficulties in the formation of school skills ( reading, writing, counting).
As the reasons leading to mental retardation, M.S. Pevzner and T. A. Vlasova identified the following:
1. Unfavorable course of pregnancy associated with:
maternal diseases during pregnancy (rubella, parotitis, influenza);
Chronic somatic diseases of the mother that began before pregnancy (heart disease, diabetes, thyroid disease);
toxicosis, especially in the second half of pregnancy;
· toxoplasmosis;
Intoxication of the mother's body due to the use of alcohol, nicotine, drugs, chemicals and drugs, hormones;
Incompatibility of the blood of the mother and the baby according to the Rh factor.
2. Pathology of childbirth:
Injury due to mechanical damage to the fetus when using various means of obstetrics;
Asphyxia of newborns and its threat.
3. Social factors:
Pedagogical neglect as a result of limited emotional contact with the child both in the early stages of development (up to three years) and in later age stages.
A later version of the classification of mental retardation, proposed by K.S. Lebedinskaya (1980), reflects not only the mechanisms of mental development disorders, but also their causation.
On the basis of the etiopathogenetic principle, four main clinical types of CRA have been identified. These are delays in mental development of the following origin: constitutional, somatogenic, psychogenic, cerebro-organic.
Each of these types of mental retardation has its own clinical and psychological structure, its own characteristics of emotional immaturity and cognitive impairment, and is often complicated by a number of painful symptoms - somatic, encephalopathic, neurological. In many cases, these painful signs cannot be regarded only as complicating, since they play a significant pathogenetic role in the formation of the ZPR itself.
1. ZPR of constitutional origin. We are talking about the so-called harmonic infantilism (uncomplicated mental and psychophysical infantilism, according to the classification of M.S. Pevzner and T.A. Vlasova), in which the emotional-volitional sphere is at an earlier stage of development, in many ways resembling the normal structure of the emotional warehouse of children younger age. The predominance of game motivation of behavior, an increased background of mood, spontaneity and brightness of emotions with their surface and instability, and easy suggestibility are characteristic. During the transition to school age, the importance of playing interests for children remains. Harmonic infantilism can be considered a nuclear form of mental infantilism, in which the features of emotional-volitional immaturity appear in their purest form and are often combined with an infantile body type. Such a harmony of the psychophysical appearance, with a known frequency of family cases, non-pathological mental characteristics suggest a predominantly congenital-constitutional etiology of this type of infantilism (A. F. Melnikova, 1936; G. B. Sukhareva, 1965). This group coincides with that described by M.S. Pevzner: ZPR of constitutional origin. This group included children with uncomplicated psychophysical infantilism.
2.ZPR of somatogenic origin. This type of developmental anomaly is caused by prolonged somatic insufficiency (weakness) of various origins: chronic infections and allergic conditions, congenital and acquired malformations of the somatic sphere, primarily the heart (V.V. Kovalev, 1979).
3. ZPR of psychogenic origin . This type is associated with unfavorable upbringing conditions that prevent the correct formation of the child's personality (incomplete or dysfunctional family, mental trauma). As is known, unfavorable environmental conditions that arise early, long-acting and have a traumatic effect on the child's psyche, can lead to persistent shifts in his neuropsychic sphere, disruption of autonomic functions first, and then mental, primarily emotional, development. This type of mental retardation should be distinguished from the phenomena of pedagogical neglect, which are not a pathological phenomenon, but are caused by a lack of knowledge and skills due to a lack of intellectual information. ZPR of psychogenic origin is observed primarily with the normal development of the personality according to the type of mental instability (G.E. Sukhareva, 1959; V.V. feelings of duty and responsibility are brought up, forms of behavior, the development of which is associated with active inhibition of affect. The development of cognitive activity, intellectual interests and attitudes is not stimulated. The variant of the abnormal development of the personality according to the type of “family idol” is due, on the contrary, to overprotection - an incorrect, pampering upbringing, in which the child does not instill the traits of independence, initiative, and responsibility. Children with this type of mental retardation, against the background of general somatic weakness, are characterized by a general decrease in cognitive activity, increased fatigue and exhaustion, especially during prolonged physical and intellectual stress. They get tired quickly, they need more time to complete any training tasks. Cognitive activity suffers a second time due to a decrease in the overall tone of the body. This type of psychogenic infantilism, along with a low capacity for volitional effort, is characterized by features of egocentrism and selfishness, dislike for work, an attitude towards constant help and guardianship. cruelty, despotism, aggression towards the child, other family members. In such an environment, a timid, timid personality is often formed, whose emotional immaturity is manifested in insufficient independence, indecision, low activity and lack of initiative. Unfavorable conditions of education lead to a delay in development and cognitive activity.
ZPR of cerebro-organic origin. This type of ZPR occupies the main place in this polymorphic developmental anomaly. It occurs more often than the other types described above, often has a greater persistence and severity of violations both in the emotional-volitional sphere and in cognitive activity. The study of the anamnesis of these children in most cases shows the presence of a mild organic insufficiency of the nervous system, more often of a residual nature: pathology of pregnancy (severe toxicosis, infection, intoxication and injury, incompatibility of the blood of the mother and fetus according to Rh, ABO and other factors), prematurity , asphyxia, trauma in childbirth, postnatal neuroinfections, toxic-dystrophic diseases of the first years of life. Cerebral-organic insufficiency, first of all, leaves a typical imprint on the structure of the mental retardation itself - both on the features of emotional-volitional immaturity, and on the nature of cognitive impairment. Emotional-volitional immaturity is represented by organic infantilism. With this infantilism, children lack the liveliness and brightness of emotions typical of a healthy child. Sick children are characterized by a weak interest in evaluation, a low level of claims. Their suggestibility has a coarser connotation and often reflects an organic defect in criticism. Game activity is characterized by the poverty of imagination and creativity, certain monotony and monotony, the predominance of the component of motor disinhibition. The desire to play itself often looks more like a way of avoiding difficulties in tasks than a primary need: the desire to play often arises precisely in situations where there is a need for purposeful intellectual activity and the preparation of lessons. Depending on the prevailing emotional background, two main types of organic infantilism can be distinguished:
· unstable - with psychomotor disinhibition, a euphoric shade of mood and impulsiveness, imitating children's cheerfulness and spontaneity. Characterized by a low ability for volitional effort and systematic activity, the absence of persistent attachments with increased suggestibility, poverty of the imagination;
Inhibited - with a predominance of low mood background, indecision, lack of initiative, often timidity, which may be a reflection of congenital or acquired functional insufficiency of the autonomic nervous system by the type of neuropathy. In this case, there may be sleep disturbances, appetite, dyspepsia, vascular lability. In children with organic infantilism of this type, asthenic and neurosis-like features are accompanied by a feeling of physical weakness, timidity, inability to stand up for themselves, lack of independence, and excessive dependence on loved ones.
In the formation of the mental retardation of cerebral-organic genesis, a significant role belongs to cognitive impairments due to lack of memory, attention, inertia of mental processes, their slowness and reduced switchability, as well as deficiency of individual cortical functions. Psychological and pedagogical studies state that in these children attention instability, insufficient development of phonemic hearing, visual and tactile perception, optical-spatial synthesis, motor and sensory aspects of speech, long-term and short-term memory, hand-eye coordination, automation of movements and actions. Often, poor orientation in the spatial concepts of "right-left", the phenomenon of mirroring in writing, and difficulties in differentiating similar graphemes are found. In children with mental retardation of cerebral-organic genesis of senior school age, pronounced deviations in the indicators of electrocortical activity remain. It should be emphasized that with any type of mental retardation during puberty, decompensation is possible, which complicates their adaptation to higher social requirements for this age, and manifests itself both in clinical and neurophysiological parameters.
2.2 Specificity of thinking in children of primary school age with mental retardation
The difference between thinking and other psychological processes lies in the fact that this activity is associated with the solution of a problem situation, a particular task. Thinking, unlike perception, goes beyond the bounds of the sense data. In thinking based on sensory information, certain theoretical and practical conclusions are drawn. It reflects being not only in the form of separate things, phenomena and their properties, but also determines the connections that exist between them, which are most often not given directly, in the very perception of a person. The properties of things and phenomena, the connections between them are reflected in thinking in a generalized form, in the form of laws, entities. The current ideas about the features of the mental activity of children with mild developmental disabilities, lagging behind in learning, are based largely on the materials of many years of research conducted by T. V. Egorova. The majority of preschool children with mental retardation, first of all, lack the readiness for the intellectual effort necessary to successfully solve the intellectual task assigned to them (U.V. Ul'enkova, T.D. Puskaeva).
Thinking in children with mental retardation is more secure than in mentally retarded children, the ability to generalize, abstract, accept help, and transfer skills to other situations is more preserved. All mental processes influence the development of thinking:
The level of development of attention; The level of development of perception and ideas about the world around (the richer the experience, the more complex conclusions the child can make); The level of development of speech; The level of formation of the mechanisms of arbitrariness (regulatory mechanisms). The older the child, the more complex problems he can solve. By the age of 6-7, preschoolers are able to perform complex intellectual tasks, even if they are not interesting to them (the principle applies: “it’s necessary” and independence). In children with mental retardation, all these prerequisites for the development of thinking are violated to one degree or another. Children have difficulty concentrating on the task. These children have impaired perception, they have rather meager experience in their arsenal - all this determines the peculiarities of the thinking of a child with mental retardation. That side of the cognitive processes that is disturbed in a child is associated with a violation of one of the components of thinking. In children with mental retardation, coherent speech suffers, the ability to plan their activities with the help of speech is impaired; inner speech is disturbed - an active means of the child's logical thinking. General shortcomings of the mental activity of children with mental retardation: 1. Unformed cognitive, search motivation (a peculiar attitude to any intellectual tasks). Children tend to avoid any intellectual effort. For them, the moment of overcoming difficulties is unattractive (refusal to perform a difficult task, substitution of an intellectual task for a closer, game task.). Such a child performs the task not completely, but its simpler part. Children are not interested in the result of the task. This feature of thinking manifests itself at school, when children very quickly lose interest in new subjects. 2. The absence of a pronounced indicative stage in solving mental problems. Children with mental retardation begin to act immediately, on the move. This position was confirmed in the experiment by N.G. Poddubnaya. When presented with instructions for a task, many children did not understand the task, but tried to get the experimental material as quickly as possible and begin to act. It should be noted that children with mental retardation are more interested in finishing the work quickly, and not in the quality of the task. The child does not know how to analyze the conditions, does not understand the significance of the indicative stage, which leads to many errors. When a child begins to learn, it is very important to create conditions for him to initially think and analyze the task.3. Low mental activity, "thoughtless" style of work (children, due to haste, disorganization, act at random, not taking into account the given conditions in full; there is no directed search for a solution, overcoming difficulties). Children solve the problem on an intuitive level, that is, the child seems to give the answer correctly, but cannot explain it.4. Stereotypical thinking, its pattern. Visual-figurative thinking is impaired. Children with mental retardation find it difficult to act according to a visual pattern due to violations of analysis operations, violation of integrity, purposefulness, activity of perception - all this leads to the fact that the child finds it difficult to analyze the pattern, highlight the main parts, establish the relationship between the parts and reproduce this structure in the process of his own activities. Children with mental retardation have violations of the most important mental operations that serve as components of logical thinking: analysis (they are carried away by small details, cannot highlight the main thing, highlight minor features); comparison (compare objects according to incomparable, insignificant features); classification ( the child often performs the classification correctly, but cannot understand its principle, cannot explain why he did so). In all children with mental retardation, the level of logical thinking lags far behind the level of a normal student. By the age of 6-7, children with normal mental development begin to reason, draw independent conclusions, and try to explain everything. Children with mental retardation experience very great difficulties in building the simplest conclusions. The stage in the development of logical thinking - the implementation of a conclusion from two premises - is still little accessible to children with mental retardation. In order for children to be able to draw a conclusion, they are given great help by an adult, who points out the direction of thought, highlights those dependencies between which relations should be established. According to Ulyenkova U.V., children with mental retardation do not know how to reason, draw conclusions; try to avoid such situations. These children, due to the lack of formation of logical thinking, give random, thoughtless answers, show an inability to analyze the conditions of the problem. When working with these children, it is necessary to pay special attention to the development of all forms of thinking in them. The insufficient level of formation of the generalization operation in children with developmental delay is clearly manifested when performing tasks for grouping objects according to their gender. Here the difficulty of assimilation by them of special terms is shown. This also applies to species concepts. In some cases, children with mental retardation know the object well, but cannot remember its name. In general, we can say that generic concepts in children with mental retardation are poorly differentiated. Most children are good at elementary forms of classification. The distribution into groups of simple geometric figures based on the selection of one of the signs (color or shape) does not present any particular difficulties for them, they cope with this task almost as successfully as normally developing children. A small number of mistakes they make is due to insufficient attention and lack of organization in the process of work. When classifying complex geometric material, the productivity of the work is somewhat reduced. Only a few perform such a task without error. One of the common mistakes is to replace the task with a simpler one. The level of development of visual-effective thinking in these children is for the most part the same as in the norm; the exception is children with severe mental retardation. Most children do all the tasks correctly and well, but some of them need stimulating help, while others just need to repeat the task and let them concentrate. In general, the development of this level of thinking is on a par with normally developing peers. An analysis of the level of development of visual-figurative thinking, as its higher stage, shows heterogeneous results. But when distractions or foreign objects appear, the level of performance of tasks drops sharply. Verbal-logical thinking is the highest level of the thought process. The difficulties experienced by children are primarily due to the fact that by the beginning of schooling they still do not fully master those intellectual operations that are a necessary component of mental activity. We are talking about analysis, synthesis, comparison, generalization and abstraction (distraction). The most common mistakes of children with mental retardation are the substitution of comparison of one object with all the others by pairwise comparison (which does not give a genuine basis for generalization) or generalization according to insignificant features. The mistakes that normally developing children make when performing such tasks are due only to an insufficiently clear differentiation of concepts. The fact that, after receiving help, children are able to perform the various tasks offered to them at a level close to the norm, allows us to speak of their qualitative difference from the mentally retarded. Children with mental retardation have much greater potential in terms of the ability to master the educational material offered to them.
Thus, based on the above, the following conclusion can be drawn. One of the psychological features of children with mental retardation is that they have a lag in the development of all forms of thinking. This lag is found to the greatest extent during the solution of tasks involving the use of verbal-logical thinking. Least of all they lag behind in the development of visual-effective thinking. Children with mental retardation studying in special schools or special classes, by the fourth grade, begin to solve tasks of a visual-effective nature at the level of their normally developing peers. As for the tasks associated with the use of verbal-logical thinking, they are solved by the children of the group under consideration at a much lower level. Such a significant lag in the development of thought processes convincingly speaks of the need to carry out special pedagogical work in order to form intellectual operations in children, develop skills of mental activity and stimulate intellectual activity.
Conclusion Mental retardation is manifested in a slow maturation of the emotional-volitional sphere, as well as in intellectual insufficiency. The latter is manifested in the fact that the intellectual abilities of the child do not correspond to age. A significant lag and originality is found in mental activity. All children with mental retardation have memory deficiencies, and this applies to all types of memorization: involuntary and voluntary, short-term and long-term. The lag in mental activity and features of memory are most clearly manifested in the process of solving problems related to such components of mental activity as analysis, synthesis, generalization and abstraction. Considering all of the above, these children need a special approach. Learning requirements, taking into account the characteristics of children with mental retardation: .2. Careful selection of visual material for classes and its placement in such a way that excess material does not distract the attention of the child. The defectologist must monitor the reaction, the behavior of each child and apply an individual approach. List of used literature1. Children with mental retardation / Ed. T.A. Vlasova, V.I. Lubovsky, N.A. Tsypina. - M., 1984.
2. Dmitrieva E. E. About the features of communication with an adult of six-year-old children with mental retardation // Defectology. - 1988. - No. 1.
3. Zabrannaya S. Zh. Psychological and pedagogical diagnostics of the mental development of children. - M., 1993.
4. Compensatory education in Russia: Current regulations and teaching materials. - M., 1997.
5. Kulagina I. Yu., Puskaeva T.D. Cognitive Activity and its determinants in mental retardation // Defectology. - 1989. - No. 1.
6. Kuchma V. R., Platonova L. G. Attention deficit with hyperactivity in Russian children. - M., 1997.
7. Lebedinsky V.V. Disorders of mental development in children. M., 1984
8. Lubovsky V. I. General and special patterns of development of the psyche of abnormal children//Defectology. - 1971. - No. 6.
9. Fundamentals of special psychology: Proc. allowance for students. avg. ped. textbook institutions / L. V. Kuznetsova, L. I. Peresleni, L. I. Solntseva and others; Ed. L. V. Kuznetsova. - M.: Publishing Center "Academy", 2002.
10. Pevzner M.S. and others. Mental development of children with mental disorders in first graders with mental retardation // Defectology, No. 4, 198011. Strekalova T.A. Features of visual thinking in preschoolers with mental retardation // Defectology, No. 1, 1987 12. Strekalova T.A. Features of logical thinking in preschool children with mental retardation // Defectology, No. 4, 1982 13. Ulyenkova U.V. Six-year-old children with mental retardation. M., 199014. Reader: children with developmental disorders / comp. Astapov V.M., 1995
15. http://www.hr-portal.ru/group/psikhologiya
In line with special preschool pedagogy and psychology, mental retardation determines the most common deviation in psychophysical development. Mental retardation is a polymorphic disorder, since one group of children may suffer from working capacity, while another may have motivation for cognitive activity; the variety of manifestations of mental retardation is also determined by the depth of damage and (or) varying degrees of immaturity of brain structures. Thus, according to A. Strebeleva, the definition of "mental retardation" "... reflects both biological and social factors of the emergence and deployment of such a state in which the full development of a healthy organism is difficult, the formation of the personality of a developed individual is delayed and the formation of socially mature person." N.Yu. Maksimova and E.L. Milyutin propose to consider ZPR as "... a slowdown in the development of the child's psyche, which is expressed in the lack of a general stock of knowledge, immaturity of thinking, the predominance of gaming interests, and rapid satiety in intellectual activity."
The main groups of causes that cause mental disorders:
1. Causes due to organic disorders that delay the normal functioning of the brain and prevent its timely development.
2. Causes due to the lack of communication, stimulating the delay in the assimilation of social experience.
3. Causes due to a lack of age-appropriate activity, which deprives the child of the opportunity to fully master social experience and, as a result, makes it difficult to realize the age-related possibilities of mental development.
4. Causes due to the poverty of the immediate development environment.
5. Causes due to the traumatic impact of the microenvironment.
6. Causes due to the incompetence of the adults around the child.
It must be borne in mind that the inferior development of the child's psyche can be caused both by the influence of one group of reasons, and their combination. Therefore, when studying the individual path of development of a child, the presence of a total negative impact of both biological and social factors is usually revealed. The features of the moral sphere of a person with mental retardation are revealed. They are poorly oriented in the moral and ethical standards of behavior, social emotions are formed with difficulty. In relationships with peers, as well as with close adults, emotionally “warm” relationships often do not happen, emotions are superficial and unstable. The motor sphere also has its own characteristics. Children with mental retardation show a lag in physical development, the technique of the main types of movements is impaired, especially in such characteristics as accuracy, coordination, strength, etc. The main violations relate to fine motor skills, hand-eye coordination.
One of the main features of mental retardation is the uneven violation of mental functions. For example, thinking can be saved compared to attention, memory, or mental performance. Identified deviations in children with mental retardation differ in variability. It is difficult for them to form motivation for learning activities, and therefore failures at school are either simply not noticed by them, or they cause a persistent negative attitude to learning in particular and to any activity that requires some effort in general. The problem of the correlation of painful disorders and mental developmental disorders is especially specific for childhood, because. Due to the immaturity of the nervous system, almost any more or less long-term pathogenic effect on the brain leads to deviations in mental ontogenesis. Mental retardation (dysonogeny) is consulted more often than other, more severe disorders of mental maturation. Its diagnosis, closely related to the practical issues of school maturity and the problem of underachievement, is most often based on the lack of knowledge, the limited understanding necessary for the assimilation of school subjects, the lack of formation of educational interests and the predominance of gaming, the immaturity of thinking, which, however, does not have an oligophrenic structure. Most foreign researchers associate ZPR with the phenomena of "minimal brain dysfunction" and the so-called cultural deprivation.
In recent years, a comprehensive - clinical, neurophysiological, psychological and pedagogical - study of the corresponding groups of children has been carried out in domestic defectology and child psychiatry. When classifying this developmental anomaly, M.S. Pevzner and T.A. Vlasova identified two main clinical groups of mental retardation:
1) associated with uncomplicated and complicated mental and psychophysical infantilism,
2) associated with prolonged athenic and cerebrasthenic conditions. In this qualification, the emphasis in one group on the maturity of the emotional-volitional sphere turned out to be very significant, in the other - on the role of neurodynamic disorders that impede cognitive activity.
The opening of experimental schools for children with mental retardation required the development of selection criteria for these institutions. To limit clinical forms that require special learning conditions from easier options, corrected by an individual approach in a mass school. There was a need for further differentiation of this developmental anomaly in relation to both its severity and structure.
Predominant delay in the development of the cognitive sphere
Depending on the predominance of one or another group of disorders, three main variants of this developmental anomaly can be conditionally distinguished.
1. Delay in the development of the cognitive sphere, mainly associated with neurodynamic disorders (inertia, rigidity, insufficient switchability, exhaustion).
2. Developmental delay associated with a predominantly non-rough violation of a number of "instrumental" cortical and subcortical functions. The result of these disorders is a delay in the formation of speech.
3. Delay in the development of the cognitive sphere, due to the predominant immaturity of the regulation of higher mental functions (initiative, planning, control).
The first generalizations of clinical data on children with mental retardation and general recommendations for organizing corrective work with them were given in the book by T.A. Vlasova and M.S. Pevsner "On children with developmental disabilities" (1973). Intensive and multifaceted study of the problems of ZPR in subsequent years contributed to the receipt of valuable scientific data. The results of these studies have led to the idea that persistently underachieving children are diverse in their composition. When studying preschool children who are lagging behind in development from their peers, these possibilities must be taken into account, first of all. Considering the systematized information about preschool children with mental retardation, scientists became interested in the following questions: how do different authors understand the content of the term "mental retardation"? What are the most characteristic clinical features of this condition in particular in children preparing for school? How the problems of diagnosis, typology, correction of mental retardation in preschool age are solved.
Children with mental retardation, despite significant variability, are characterized by a number of features that make it possible to limit this condition, both from pedagogical neglect and from oligophrenia: they do not have violations of individual analyzers, are not mentally retarded, but at the same time they do not succeed in learning due to polyclinical symptoms - immaturity of complex forms of behavior, purposeful activity against the background of rapid exhaustion, fatigue, impaired performance. The pathogenic basis of these symptoms, as studies by scientists, clinicians and psychologists show, is an organic disease of the central nervous system. Persistent mental retardation has an organic nature. In this regard, the fundamental question is about the causes that cause this form of developmental pathology, many researchers (M.S. Pevner, G.E. Sukhareva, K.S. Lebedinskaya, as well as L. Tarnopol, P.K. Vender, R. Korbov et al.) as such significant reasons they consider: the pathology of pregnancy (trauma of the pregnant woman and the fetus, severe intoxication, toxicosis, incompatibility of the blood of the mother and fetus according to the Rh factor, etc.), congenital diseases of the fetus (for example, syphilis) , prematurity, asphyxia and birth injuries, early (in the first 1-2 years of life) postnatal diseases (dystrophic infectious diseases - primarily gastrointestinal, brain injuries and some others).
Numerical data on the distribution of the causes of mental retardation in terms of significance are contained in a number of studies. Thus, the work of J.Daulenskene (1973) showed that 67.32% of the examined children with mental retardation had pathology of intrauterine development and severe illness in the first year of life. L. Tarnopol in 39% of cases notes an infectious intrauterine etiology of delay, in 33% of cases - birth and postnatal trauma, in 14% - "stress" during pregnancy. Some authors assign a certain role in the occurrence of the delay to the genetic factor (up to 14%). Thus, from the point of view of the modern understanding of the patterns of abnormal development of the child's psyche, the clinical characteristics of individual variants of mental retardation and their prognosis are determined primarily by the predominant violation of certain intellectual functions, the severity of this violation, as well as the features of its combination with other encephalopathic and neurotic disorders. and their severity. Comprehensive and deep knowledge of reality is possible only with the participation of thinking, which is a higher cognitive process.
Thinking is the process of knowing the general and essential properties of objects and phenomena, knowing the connections and relationships that exist between them.
In sensations, perceptions, reality is reflected only by some aspects of qualities, features and their combinations. Whereas in the process of thinking, such properties of the signs of objects and phenomena are reflected that cannot be known only with the help of the senses; however, thinking is inextricably linked with sensory cognition, tk. the sensual basis is the main source of thought, the main informant about the surrounding world. At the same time, human thinking is always directed towards the unknown; for its cognition, the sensory basis is narrow and limited. Unlike sensation and perception, thinking is generalized and is carried out through language. The connection between thinking and language is inseparable, whether a person expresses his thoughts aloud or thinks silently.
Human thinking is characterized by problematic, search, which begins with the formulation of a question-signal. When a child is advised to think, they always indicate which question should be answered, which problem should be solved. The richer, more systematic and mobile knowledge of a person, the more successfully he copes with the mental task. The found correct solution is understanding, i.e. establishing new connections and relationships for this phenomenon. The process of thinking takes place on the basis of accumulated experience. It is experience and practice that check the correctness or fallacy of knowledge, being the source of mental activity, practice at the same time serves as the basis and main area of application of the results of thinking. Man cannot think outside of activity. The physiological basis of thinking is the complex analytical and synthetic activity of the cerebral cortex. A comparative study of children with mental retardation and normally developing preschool children, undertaken by defectologists, made it possible to identify the originality of thinking in children with mental retardation.
With mental retardation, the insufficiency of thinking manifests itself, first of all, in the weakness of analytical and synthetic activity, in the low ability to abstract and generalize, in the difficulty of understanding the semantic aspect of any phenomenon. The pace of thinking is slowed down, hard subject, suffers from switching from one type of mental activity to another. The underdevelopment of thinking is directly related to the general impairment of speech, therefore, verbal definitions that are not related to a specific situation are established by children with great difficulty. Even with a sufficient vocabulary and a preserved grammatical structure, the function of communication is little expressed in outwardly correct speech.
Shif studied visual thinking in children with mental retardation. To do this, the children were asked to find among 10 different items (box, scissors, teapot, pen, stone, roller, bubble, thimble, shell, pencil) those that can replace a mug, hammer, cork. This task is entertaining and close to a life situation, when, in the absence of a necessary object, they use one that, in terms of the totality of its characteristics, can be suitable for performing a given function. In normally developing children, the proposed task did not cause difficulties, they immediately began to solve it. Completing the task made them want to continue the intellectual game. The children made many different suggestions, so, in order for the roller to serve as a mug, it was proposed to clog the hole, lengthen the roller, attach a handle to it, such an imaginary constructive activity was a complex mental work in which one stage was replaced by another.
At the first stages, the analysis was aimed at identifying external similar objects; at the last stage, the children found functional similarities. Normally developing children in solving a mental problem were characterized by the interaction of patterns of perception, memory, ideas, their mobility and dynamism. The solution of the same problem in children with mental retardation is different. Already when completing the 1st task, the children announced that there were no mugs among the items, they talked about what they were in the “buffet”, “in the kitchen”, etc. During the experiment, the children of this group failed to achieve consistency in the performance of tasks. Only in a few cases do children single out individual signs of object similarity, which made it possible to recognize the analyzed objects as suitable for the performance of new functions.
Thinking is the most generalized and mediated form of mental reflection, establishing connections and relationships between cognizable objects. Skills and ways of thinking develop in a person in ontogenesis during the interaction of the environment - human society. The main condition for the development of children's thinking is their purposeful education and training. In the process of upbringing, the child masters objective actions and speech, learns to independently solve first simple, then complex tasks, as well as understand the requirements of adults and act in accordance with them. The development of thinking is expressed in the gradual expansion of the content of thought, in the consistent emergence of forms and methods of mental activity and their change as the general formation of the personality. At the same time, the child's motives for mental activity - cognitive interests - also increase.
Thinking develops throughout a person's life in the process of his activity. At each age stage, thinking has its own characteristics. The child's thinking develops gradually, with the help of manipulating objects, speech, observation, etc. A large number of questions asked by children indicates active thought processes. The appearance of conscious deliberation and reflection in a child testifies to the manifestation of all aspects of mental activity. The use of accumulated experience is becoming increasingly important. By the age of 3-5, the concept is still based on one sign, by the age of 6-7, already common, group signs are distinguished. The formation of higher nervous activity is basically completed at the age of 15-17 years. In line with special preschool pedagogy and psychology, mental retardation determines the most common deviation in psychophysical development. Mental retardation is a polymorphic disorder.
With mental retardation, the insufficiency of thinking manifests itself, first of all, in the weakness of analytical and synthetic activity, in the low ability to abstract and generalize, in the difficulty of understanding the semantic side of any phenomenon. The tempo of thinking is slowed down, hard subject, suffers from switchability from one type of mental activity to another. The underdevelopment of thinking is directly related to the general impairment of speech, therefore, verbal definitions that are not related to a specific situation are established by children with great difficulty. Even with a sufficient vocabulary and a preserved grammatical structure, the function of communication is little expressed in outwardly correct speech.
CONCLUSION ON CHAPTER 1
Insufficient formation of cognitive processes is often the main reason for the difficulties that children with mental retardation have when studying in a preschool institution. As shown by numerous clinical and psychological and pedagogical studies, a significant place in the structure of the defect in mental activity in this developmental anomaly belongs to impaired thinking.
Thinking is a process of human cognitive activity, characterized by a generalized and indirect reflection of reality. The lag in the development of thinking is one of the main features that distinguish children with mental retardation from normally developing peers. The lag in the development of mental activity in children with mental retardation is manifested in all components of the structure of thinking, namely:
In the deficit of the motivational component, manifested in extremely low cognitive activity, avoidance of intellectual stress up to the refusal of the task;
In the irrationality of the regulatory-target component, due to the lack of the need to set a goal, plan actions by the method of empirical trials;
In the long unformedness of mental operations: analysis, synthesis, abstraction, generalization, comparison;
In violation of the dynamic aspects of thought processes.
In children with mental retardation, types of thinking develop unevenly. The most pronounced lag in verbal-logical thinking (operating with representations, sensual images of objects, closer to the level of normal development is visual-effective thinking (associated with the real physical transformation of the object). Development of individual correctional and developmental programs for the development of thinking for children with mental retardation in the conditions of kindergarten is built on the following principles:
1. The principle of the unity of diagnosis and correction reflects the integrity of the process of providing psychological assistance as a special type of practical activity of a psychologist. This principle is fundamental to all corrective work, the effectiveness of which depends on the complexity, thoroughness and depth of the previous diagnostic work.
2. The principle of normativity of development, which should be understood as a sequence of successive ages, age stages of ontogenetic development.
3. The principle of correction "from top to bottom". This principle, put forward by L. S. Vygotsky, reveals the focus of correctional work. The focus of the psychologist is the future of development, and the main content of correctional activities is the creation of a "zone of proximal development" for children. Correction according to the “top-down” principle is of a proactive nature and is built as a psychological activity aimed at the timely formation of psychological neoplasms.
4. The principle of taking into account the individual characteristics of each child.
5. Activity principle of correction. The main way of corrective and developmental influence is the organization of the vigorous activity of each child.
Long-term research has shown the great role of purposeful classes in the formation of thinking, their huge contribution to the mental education of a child with developmental disabilities. Systematic correctional work arouses in children an interest in the environment, leads to independence of their thinking, children stop waiting for solutions to all issues from an adult. Targeted classes in the formation of thinking significantly change the way a child orients himself in the world around him, teaches him to highlight significant connections and relationships between objects, which leads to an increase in his intellectual capabilities. Children begin to focus not only on the goal, but also on ways to achieve it. And this changes their attitude to the task, leads to an assessment of their own actions and the distinction between right and wrong. Children develop a more generalized perception of the surrounding reality, they begin to comprehend their own actions, predict the course of the simplest phenomena, and understand the simplest temporal and causal relationships. Education aimed at the development of thinking has a great influence on the speech development of the child: it helps to memorize words, the formation of the main functions of speech (fixing, cognitive, planning). It is important that the desire developed in the course of classes to fix the identified and conscious patterns in the word leads to an active search for ways of verbal expression by children, to the use of all their speech possibilities.
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