Perception in children with zpr. Patterns and features of the development of perception in children with mental retardation

Date: 08.03.2020

The peculiarities of the perception of children with CRD are due to the violation of:

Search functions;

Slowing down the process of processing incoming information;

Reduced the speed of performing perceptual operations;

Slower pace of formation of a holistic image of an object.

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Article

I.S. Medvedeva

Features of visual perception of preschoolers with mental retardation

The peculiarities of the perception of children with mental retardation are due to the violation of the search function; if the child does not know in advance where the desired object is, it can be difficult for him to find it. This is due to the fact that the slowness of recognition does not allow the child to quickly examine the reality immediately surrounding him.

A significant lack of perception in these children is a significant slowdown in the processing of information coming through the senses. In the conditions of short-term perception of certain objects or phenomena, many details remain "uncaptured", as if invisible. A child with mental retardation perceives in a certain time less amount of material than his normally developing peer.

The difference between children with mental retardation and their normally developing peers becomes more and more pronounced as the objects become more complex and the conditions of perception deteriorate.

The speed of perception in children with mental retardation becomes noticeably lower than normal for a given age, in fact, with any deviation from optimal conditions. Such an effect is rendered by low illumination, rotation of the object at an unusual angle, the presence of other similar objects in the neighborhood. These features were clearly identified in the study conducted by P.B Shamny.

Reduced the speed of performing perceptual operations. Orientation research activity as a whole has a lower level of development than the norm: children do not know how to examine an object, do not show pronounced orientational activity, for a long time they resort to practical methods of orientation in the properties of objects.

If a child with mental retardation is simultaneously affected by several factors that impede perception, then the result turns out to be much worse than it could be assumed based on their independent action. True, the interaction of unfavorable conditions also takes place in the norm, but it is not so significant.

Also, children with mental retardation experience difficulties when it is necessary to isolate individual elements from an object that is perceived as a whole. The slow pace of the formation of a holistic image of the subject is reflected in the problems associated with the visual activity.

The slowness of the perception processes, undoubtedly, should be taken into account when teaching children with mental retardation (when explaining material, showing pictures, etc.).

Preschoolers with mental retardation do not experience difficulties in practically distinguishing the properties of objects, but their sensory experience is not fixed for a long time and is not generalized in a word. Therefore, the child can correctly follow the instructions containing the verbal designation of the feature ("give me a red pencil"), but it is difficult to independently name the color of the shown pencil.

Children experience particular difficulties in mastering the concept of size, do not single out and do not indicate individual parameters of size (length, width, height, thickness). The process of analyzing perception is complicated: children are not able to identify the main structural elements of an object, their spatial relationship, and small details.

Thus, visual perception, while remaining a controllable, meaningful, intellectual process, relying on the use of methods and means fixed in culture, allows one to penetrate deeper into the environment and learn more complex aspects of reality. Without a doubt, children with mental retardation, having a low level of development of perception, need corrective work, which requires the involvement of a variety of techniques and methods.

Based on the analysis of clinical-psycho-long-pedagogical literature on the problem of such authors as L.S. Vygotsky, I.V. Dubrovin, V.V. Lebedinsky, T.A. Vlasova, V.I. Lubovsky, it can be concluded that in children with developmental delay, the speed of performing a number of perceptual operations is lower than in normally developing ones. In addition, they are characterized by shortcomings of orienting activity and, in some cases, the choice of an ineffective strategy for solving a perceptual problem. Decreased in comparison with the norm indicators of recognition can partly be interpreted as a sign of some lack of memory. The increased interaction of interfering factors means that children with CRD, if they do not see, then at least notice much less surrounding visually perceived objects than their normally developing peers.

Naturally, a decrease in the speed of perceptual operations should be reflected in the efficiency of the child's work during the educational process and on his productivity and laboratory conditions in the study of thinking and memory. It is obvious that children with developmental delays need specific help that would allow them to compensate for their visual impairments. They require a longer time to familiarize themselves with the visual aids. The visually perceived material intended for these children should contain a small number of details, be accompanied by additional comments that facilitate the unification of individual elements of the material into an integral image.

A decrease in the effectiveness of perception inevitably leads to relative poverty and insufficient differentiation of visual images-representations. In turn, the lack of sensory representations limits the child's visual thinking capabilities, since they largely provide material for such thinking. Thus, a constant deficit of perceptual information should lead (in the absence of adequate compensation) to an aggravation of secondary mental retardation.

The first developmental anxieties of children usually arise when they start school. This manifests itself in the difficulty of mastering the skills of writing, reading, counting, etc. However, in fact, most of these problems begin much earlier; even in kindergarten, some children cause the wariness of parents and educators. Early diagnosis of the development of children is needed, especially those with learning difficulties and anxiety among parents and educators.

Early diagnosis, predicting school problems and correcting learning difficulties require an objective assessment of the functional development of each child. One of the most important indicators of functional development is the level of visual perception, which determines the success of mastering basic writing and reading skills in primary school. Tests used in domestic psychophysiology to assess the development of visual perception do not have clear quantitative and age standards, which does not allow them to be widely used in practical work: in the diagnosis of functional development and the development of specific correction measures.

The creation of fundamentally new tests, as the world experience shows, is a very long task, but the modification of the best foreign samples allows it to be solved. One of the tests most widely used all over the world to determine the level of visual perception is the M.Frostig complex test. The most widely used in Russia to determine the level of visual perception are the methods of S.D. Zabramnaya.

When working with children with learning difficulties, it is quite often that there is a limitation or deterioration of abilities when performing tasks that require visual perception. In many cases, these difficulties are irreparable and associated with brain damage, sometimes they are the result of functional immaturity of the child or the result of his insufficient sensory development. To identify the difficulties of visual perception in time, find their cause and, if possible, correct them - the solution of this problem is facilitated by these techniques that can be used:

To determine the child's readiness for schooling;

For early forecasting of learning difficulties;

To determine specific and individual correction measures before school;

To diagnose the causes of school difficulties;

For the development of individual programs of correctional education.

Early detection of difficulties in the development of visual perception provides ample opportunities for correction, preventing the formation of problems arising from one another.

List of used literature

1. Babkina N.V. Features of cognitive activity and its self-regulation in older preschoolers with mental retardation. - Defectology. - No. 5. - 2002.

2. Children with mental retardation / Ed. T.A. Vlasova, V. I. Lubovsky, N. A. Tsypina. M., 1984.

3. Ermolaeva M.V. Psychology of developmental and correctional work with preschoolers - 2nd ed. - M .: Moscow Psychological and Social Institute; Voronezh: publishing house NPO "MODEK", 2002.

4. Correctional pedagogy / Under. ed. by V.S. Kukushkina - M .: ICC "Mart", Rostov n / a: Ed. center "Mart", 2004.

5. Lebedinsky V.V. Mental developmental disorders in children. M., 1986

6. Fundamentals of correctional pedagogy and special psychology: Study guide for ped. and humanitarian universities (Author - compiled by V.P. Glukhov) / V.P. Glukhov - M .: MGGU im. Sholokhov, 2007.

7. Fundamentals of special psychology: textbook. pos. for stud. average ped. educational institutions. / L. V. Kuznetsova, L.I. Peresleni, L.I. Solntseva and others; Ed. L.V. Kuznetsova - 2nd ed., Erased. - M .: Publishing Center "Academy", 2005.

8. Psychology of children with deviations and mental disorders / Comp. and the general edition of V.M. Astapova, Yu.V. Mikadze. - SPb .: Peter, 2002.

9. Special psychology / V.I. Lubovsky, T.V. Rozanova, L.I. Solntseva and others; Edited by V.I. Lubovsky - M .: ed. center "Academy", 2005.

10. Strebeleva E.A. Special preschool pedagogy. - M .: Academy, 2005.

11. Ulyenkova U. V. Children with mental retardation. Nizhny Novgorod, 1994

Keywords

CHILDREN WITH DELAYED MENTAL DEVELOPMENT / DEVELOPMENT OF A SENSE OF TIME / FORECASTING ENVIRONMENTAL EVENTS AND PLANNING OF ACTIVITIES / / DEVELOPMENT OF THE TIME FEELING / FORECASTING OF THE SURROUNDING PHENOMENA AND PLANNING OF ACTIVITIES

annotation scientific article on psychological sciences, the author of the scientific work - Simanovskiy Andrey Edgarovich, Vacheyan Larisa Aleksandrovna

The article is devoted to one of the urgent topics of correctional psychology, the development of time perception in children with mental retardation. The authors put forward a hypothesis about the need to form temporal representations in the process of predicting natural and social events and planning their actions. The concept of "feeling of time" is introduced, which allows a person to realize and quantify their activities on the basis of temporal representations. Taking into account this hypothesis, six stages of the process of forming a sense of time in preschoolers with mental retardation were identified, a forming program was drawn up, the content of work for each stage was determined. The program was tested in a preschool institution for children with mental retardation... Statistical comparison of the experimental and control groups showed the effectiveness of the developed program and indirectly confirmed the correctness of the stated hypothesis.

The text of the scientific work on the topic "Development of time perception in preschool children with mental retardation"

A. E. Simanovsky, L. A. Vacheyan

Development of time perception in preschool children with mental retardation

The article is devoted to one of the topical topics of correctional psychology - the development of time perception in children with mental retardation. The authors put forward a hypothesis about the need to form temporal representations in the process of forecasting natural and social events and planning their actions. The concept of "feeling of time" is introduced, which allows a person to realize and quantify their activities on the basis of temporal representations. Taking into account this hypothesis, six stages of the process of forming a sense of time in preschoolers with mental retardation were identified, a forming program was drawn up, the content of work for each stage was determined. The program was tested in a preschool institution for children with mental retardation. Statistical comparison of the experimental and control groups showed the effectiveness of the developed program and indirectly confirmed the correctness of the stated hypothesis.

Key words: children with mental retardation, development of a sense of time, forecasting surrounding phenomena and planning activities.

A. E. Simanovsky, L. A. Vacheyan

Development of Time Perception by Preschool Age Children with Developmental Delay

The article is devoted to one of hot topics of correctional psychology - development of time perception by children with developmental delay. The authors present the hypothesis on necessity to create temporary representations in the course of forecasting of natural and social events and planning of the actions. The concept of time feeling is entered which allows the person to have understanding and quantification of his activities on the basis of temporary representations. On the basis of this hypothesis six stages of the process of forming the time feeling of preschool children with developmental delay have been allocated, the forming program is constituted, the work content is determined by each stage. The program has passed approbation in a preschool institution for children with developmental delay. Statistical comparison of experimental and control groups has shown efficiency of the developed program and has indirectly confirmed fidelity of the stated hypothesis.

Keywords: children with developmental delay, development of the time feeling, forecasting of the surrounding phenomena and planning of activities.

Numerous studies indicate that time is a difficult category for preschool children to understand. In preschoolers, there is a confusion of time frames, time concepts, the lack of an accurate speech designation of the categories of time (M.I. Vasilieva, N.E. Veraksa, V.V. Davydov, I.V. Lyublinskaya, T. A. Museyibova, T. D. Richterman, T. S. Shevchenko, E. V. Shcherbakova, etc.). The most difficult is the process of mastering temporary concepts for children with mental retardation. It is known that children of this category are characterized by impaired cognitive activity, which makes it difficult to assimilate temporary concepts and relationships that are specific and abstract. Traditionally, in preschool education, the emphasis is on the cognitive aspect of the formation of temporal standards - on the assimilation

temporary representations. This work is carried out in classes on the formation of elementary mathematical concepts and classes on familiarization with the surrounding world.

For a better assimilation of time categories, children must observe the alternation of recurring natural and social phenomena and learn ways to assess these time periods. The assimilation of the frequency of repeated phenomena makes it possible to predict their appearance and plan their own activities on this basis. Thus, difficulties in assimilating temporary relationships in such children lead to problems not only in the field of understanding, but also in the field of self-regulation, since children are not able to predict and plan their own actions.

We focus on the latter aspect of using temporal representations, since

we believe that it is precisely the absence of a sense of time that creates the preconditions for the predominance of the child's “field” behavior, his inability to maintain a given goal and objectively foresee the consequences of his own actions, that is, for the absence of the arbitrariness quality necessary for school teaching. At the same time, children do not show their own volitional activity and often become objects of manipulation by adults or peers around them.

As a hypothesis of this study, we suggested that when forming temporal representations, it is necessary to include them in the activity of predicting their own behavior or the behavior of characters with whom the child can identify himself. This method of formation will allow, in addition to mastering temporal categories, also to develop a sense of time, which is based on the state of involvement in the studied situation and is an awareness and quantification of their activities and behavior on the basis of temporal concepts. The sense of time should also be consolidated along with the assimilation of the appropriate temporal vocabulary.

At the same time, we take into account that preschoolers have not yet developed the need for forecasting, which is pointed out by L.A. Regush. Nevertheless, on the one hand, a child in senior preschool age is already capable of extra-situational cognitive activity (MI Lisina), and on the other hand, he has “an emotional anticipation of the possible consequences of a situation that may arise when will be completed. " In connection with these features of the preschooler's psyche, we have formulated several psychological and pedagogical conditions necessary for the development of a sense of time:

1. Any temporal concepts and relations must be "built in" into the structure of a substantive action for forecasting and planning one's own or someone else's actions.

2. In the process of developing a sense of time, the teacher must always correlate the actual situation of the activity and the situation of the desired future (goals of the activity) in order to form an emotionally biased attitude to the temporal aspect of the activity.

3. The temporal parameters of the situation must be considered as time markers of the sequence of the child's or hero's activities with which the child can identify himself.

bed. This allows one to quantify the situation of activity in time, to realize the sequence of actions and cause-and-effect relationships between different stages of action.

4. In the process of forecasting, it is advisable to maximize the use of images of imagination, relying on the idea of LM Vekker, who argued that imagination makes it possible to combine simultaneous images that arise in the process of perception into a temporal sequence. This allows us to make a probabilistic forecast of the situation, which is necessary for the effective regulation of activities, the implementation of selection processes. And it is this (imagination) that contributes to the fact that a person forms invariant ideas about mental space and time.

Work on the development of a sense of time can be carried out as an integral part of any correctional session. The process of correctional education should be organized in such a way as to repeatedly return to the topics already studied, systematically reinforcing what was learned on various speech material.

The development of a sense of time in preschoolers with CRD should be carried out in several stages. At the same time, the traditional formation of temporal representations is also present in the method of forming a sense of time as the cognitive basis of this feeling. When developing the methodology, materials and methods were used by N. Ya. Semago, I. V. Kovalets, T. D. Richterman, E. N. Lebedenko, L. A. Metneva, E. Ya. Udalova, games and exercises by E. I. Sokolova, TM Bondarenko, IM Novikova, VN Bachurina, Yu. P. Smetanina.

Six stages of the formation of a sense of time in a preschooler with mental retardation were identified:

Stage 1. Formation of ideas about the biorhythms of one's own body and the rhythms of the environment: daily forecasting.

Stage 2. The development of subjective sensations of the duration of time intervals, the formation of time standards for long-term forecasting (forecasting throughout the year).

Stage 3. Based on forecasting, the formation of the ability to plan their activities in time (gradual transition from short-term plans to long-term ones).

Stage 4. The development of ideas about the main time units and concepts and their verbalization (temporary concepts as the basis for quantifying behavior and activities, necessary for predicting them).

Stage 5. Development of understanding of the verbal means denoting a temporal sequence, and its reflection with the help of oral speech (differentiation of temporal concepts, assimilation of new temporal vocabulary).

Stage 6. Further improvement of understanding and use of complex logical and grammatical structures expressing temporal relationships.

To substantiate the need to organize correctional and developmental training in the perception of time in children with mental retardation under our scientific guidance, Yu.P. Smetanina and

LI Sorokina organized an empirical study on the basis of the MDOU CRR of kindergarten No. 73 in Kostroma, as well as MDOU No. 42 "Rodnichok" of the Yaroslavl district of the Yaroslavl region. At the beginning of the study, to diagnose the initial level of development of temporary concepts, children were asked to complete the following tasks:

1 block. Ideas about the time of day.

2 block. Ideas about "yesterday", "today", "tomorrow".

3 block. Views of the seasons.

4 block. Views of months.

5 block. Ideas about the days of the week.

6 block. Understanding of reversible active and passive constructs.

The results obtained showed that children with CRD have not developed concepts denoting certain time periods. Children cannot reflect the categories of time with the help of their speech means. Along with the difficulties of verbal expression of temporary relationships, difficulties in understanding these relationships were found. Children not only cannot correct the mistake made by the experimenter when constructing a sentence, but often do not notice it at all. Children with CRD do not understand logical and grammatical constructions that express temporal relationships. None of the examined children with CRD showed a high level of success. 73.3% of the examined children with CRD had an average level and 26.7% had a low level of success in completing test tasks. Thus, our results were generally in line with

the available literature data on the low level of development of temporal representations in preschoolers with mental retardation.

On the basis of the developed concept of forming a sense of time, the program “Travel to the country“ Time ”was created. Taking into account the six stages identified, the objectives of the program were determined and a detailed educational-thematic plan was developed, the content of the program for each stage was described. Special equipment was used during the lessons of the program: the fairy-tale character "Time Chest"; box with 18 compartments in the form of a house for removable calendar sheets; game module "Clock"; game module "Parts of the day"; game module "Days of the week"; game module "Months"; game module "Seasons"; model "Year" in the form of a ring; a chip with the image of children; pictures with images of parts of the day, seasons, etc.; sheets with assignments on the topic covered for each child; clock-constructor; hourglass 1-3-5 minutes for a subgroup of children, etc.

A logical scheme for constructing classes has been developed:

1 part. The ritual of the beginning of the lesson: greeting the character "Vremyaschetik"; determination of location on the model "Year".

Part 2. The main content of the lesson: conversation, didactic games, practical activities, work in a notebook.

Part 3. The ritual of the end of the lesson: summing up the results of the lesson, saying goodbye to the "Time Chet".

The program was tested by the teacher-defectologist Yu. P. Smetanina under our scientific supervision. The base of the study was the MDOU CRR of kindergarten No. 73 in Kostroma. The study involved 15 boys with a diagnosis of B 83 6-7 years old (7 children - the experimental group and 8 - the control group). To assess the effectiveness of the program, a re-examination of the children who took part in the program was organized. At the same time, with the experimental group of children, classes were conducted according to the program developed by us, with the children of the control group, classes were conducted according to the usual kindergarten program.

method block number

1 - representations of the parts of the day.

2 - ideas about the concepts of "yesterday", "today", "tomorrow".

3 - ideas about the seasons.

4 - representations of months.

5 - representations of the days of the week.

6 - understanding reversible active and passive constructs.

Fig 1. The results of the tasks performed by the children of the experimental and control groups during the control stage of the formative experiment (in points)

After the correction work, 13.3% of the experimental group showed a high level of success, 36.7% - an average level, a low level was not detected in any child (0%).

Children have become much better oriented in the parts of the day and their cyclicality. Confidently determine and name the seasons, they know their sequence well. Ideas about months turned out to be the worst of all, which is understandable: the material is difficult even for children with normal mental development.

To make sure of the positive dynamics in the experimental group and to assess the differences between the indicators of the control and experimental groups after the formative experiment, the statistical Mann-Whitney U-test was used in data processing. iemp = 8, calf = 13, p = 0.05. The indicators are in the zone of significance, which indicates statistically significant differences between the samples. Thus, we can conclude that the program we have developed is effective.

The effectiveness of the program focused on forecasting and planning shows that this approach allows the formation of a sense of time and associated temporal perceptions even in such a complex category of children as children with mental retardation. From our point of view, this is a prerequisite for the formation of the regulatory and volitional qualities of the personality in such children in the future.

Bibliographic list

1. Vacheyan, L. A. Correction of time perception by preschoolers with mental retardation [Text] / L. A. Vacheyan // Comprehensive support for the education of persons with disabilities. Materials of the conference "Readings of Ushinsky". - Yaroslavl: YAGPU Publishing House 2013. - pp. 58-64.

2. Vekker, LM Psyche and reality: a unified theory of mental processes [Text] / LM Vekker. - M.: Smysl, 1998 .-- 685 p.

3. Zaporozhets, A. V. Neverovich, Ya. Z. To the question of the genesis, function and structure of emotional processes in a child [Text] / A. V. Zaporozhets, Ya. Z. Neverovich // Questions of psychology. - 1974. - No. 6. - P. 66.

4. Regush, L. A. Psychology of forecasting: success in the knowledge of the future [Text] / L. A. Regush. -SPb. : Speech, 2003 .-- 352 p.

Bibliograficheskij spisok

1. Vachejan, L. A. Korrekcija vosprijatija vremeni doshkol "nikami s zaderzhkoj psihicheskogo razvitija / L. A. Vachejan // Kompleksnoe soprovozhdenie obrazovanija lic s ogranichennymi vozmozhnostjami. Zdorov Materialy konferencii "Chtenija Ushinskogo". - Jaroslavl ": Izd-vo JaGPU, 2013. -S. 58-64.

2. Vekker, L. M. Psihika i real "nost": edinaja teorija psihicheskih processov / L. M. Vekker. - M.: Smysl, 1998. - 685 s.

3. Zaporozhec, A. V. Neverovich, Ja. Z. K voprosu o geneze, funkcii i strukture jemocional "nyh processov u rebenka / A. V. Zaporozhec, Ja. Z. Neverovich // Voprosy psihologii. - 1974. - No. 6. - S. 66.

4. Regush, L. A. Psihologija prognozirovanija: uspehi v poznanii budushhego / L. A. Regush. - SPb. : Rech ", 2003. - 352 s.

Methodological development on the topic "Features of the perception of children with mental retardation"

Introduction ………………………………………………………………………… 3

1. Theoretical foundations of studying the peculiarities of perception in PD ……………………………………………………………………………… .4

2. Features of the psyche of children with mental retardation. ……………………………………………………………………………………5

3. The originality of perception in children with mental retardation. ………………………………………………………………………………… 6

4. The peculiarity of visual forms of perception in children with mental retardation ……………… ... 8

4.1 Color perception ………………………………………………………… 9

4.2 Visual perception of the form …………………………………………… .10

4.3 Visual perception of magnitude ......................................................................... 10

4.4 Features of the development of orientation in space …………………… 11

5. The peculiarity of sensory perception of children with mental retardation ………………………………………………………………………… .12

6. The peculiarity of the auditory perception of children with mental retardation ………………………………………………………………………… .13

7. The peculiarity of tactile (tactile) perception of children with mental retardation …………………………………………………………… .15

8. The originality of the olfactory and gustatory perceptions of children with mental retardation ………………………………………………………… .17

9. The originality of the perception of time ………………………………………… 18

Conclusion ……………………………………………………………………… 18

References ……………………………………………………………… 19

Introduction

Perception is a very important element of the process of cognition of the surrounding world. From birth, or even earlier, a child is able to perceive the world around him with the help of his senses, and only then learns to memorize and analyze the information received. Even the smallest children perceive and respond to bright colors, voices, intonations, music, touch. As they get older, they consciously strive to see, hear, touch and taste more. At this stage, they can already generalize the information received and consciously express their attitude to what they perceive.

The perception of children with CRD is superficial, they often miss the essential characteristics of things and objects. Due to impaired visual and auditory perception in children with CRD, spatial and temporal representations are insufficiently formed.

1. Theoretical foundations of the study of the peculiarities of perception in CR

Perception is the awareness of a sensory given object or phenomenon. In our perception, the world of people, things, phenomena, fulfilled for us of a certain meaning and involved in diverse relationships, usually spreads out in front of us. The perception of an object is never carried out at an elementary level: it captures the highest levels of mental activity. The following properties of perception are distinguished: objectivity (referring information received from the outside world to this world); integrity (perception gives a holistic image of an object. It is formed on the basis of generalization of knowledge about individual properties and qualities of an object, obtained in the form of various sensations; structure (the source of structure of perception lies in the features of the reflected objects themselves); constancy (the relative constancy of some properties of objects when it changes Constancy is most observed in the visual perception of the color, size and shape of objects); meaningfulness of perception (to consciously perceive an object means to mentally name it, that is, to refer it to a certain group, class, to generalize it into a word); apperception (perception depends not only on irritation, but also on the subject himself. The dependence of perception on the content in the mental life of a person, on the characteristics of his personality, is called apperception. Perception classifications are based on differences in the analyzers involved in perception. which analyzer plays a predominant role in perception, distinguish between visual, auditory, tactile, kinesthetic, olfactory and gustatory perceptions. The basis of another type of classification of perceptions are the forms of existence of matter: the perception of space (combining the work of the visual, tactile-kinesthetic and vestibular analyzers); the perception of time perception of movement (in the perception of movement, a significant role is undoubtedly played by indirect signs that create an indirect impression of movement. Thus, the impression of movement can cause an unusual position of the body at rest. Thus, perception is a visual-figurative reflection e of objects and phenomena of reality acting on the sense organs at a given moment in the aggregate of their various properties and parts. There are such properties of perception as objectivity, integrity, constancy, structured perception. Also distinguish the perception of time, the perception of movement and the perception of space.

2. Features of the psyche of children with mental retardation. Delayed mental development (PDD) is a syndrome of a temporary lag in the development of the psyche as a whole or its individual functions, a slowdown in the rate of realization of the body's potential capabilities, is often detected when entering school and is expressed in a lack of general stock of knowledge, limited ideas, immaturity of thinking, low intellectual purposefulness, predominance of gaming interests, rapid oversaturation in intellectual activity. Within the framework of the psychological-pedagogical approach, a sufficiently large amount of material has been accumulated, indicating the specific characteristics of children with mental retardation, distinguishing them, on the one hand, from children with normal mental development, and on the other, from mentally retarded. These children do not have specific impairments of hearing, vision, musculoskeletal system, severe speech impairments, they are not mentally retarded. At the same time, most of them have polymorphic clinical symptoms: immaturity of complex forms of behavior, deficiencies in purposeful activity against the background of increased exhaustion, impaired performance, encephalopathic disorders. The memory of children with CRD is distinguished by its qualitative originality. First of all, children have limited memory capacity and reduced memorization strength. Inaccurate reproduction and rapid loss of information are characteristic. Verbal memory suffers the most. Special attention should be paid to the consideration of the peculiarities of speech development in children with mental retardation. Many of them have defects in sound pronunciation, deficiencies in phonemic perception. In children with mental retardation, all prerequisites for the development of thinking are violated to one degree or another. Children find it difficult to concentrate on the task. These children have impaired perception, they have a rather meager experience in their arsenal - all this determines the peculiarities of the thinking of a child with mental retardation. The thinking in children with CRD is more intact than in mentally retarded children, the ability to generalize, abstract, accept help, and transfer skills to other situations is more preserved. General shortcomings of the mental activity of children with mental retardation: lack of formation of cognitive, search motivation (children tend to avoid any intellectual efforts); lack of a pronounced indicative stage in solving mental problems; low mental activity; stereotyped thinking, its stereotyped thinking. By the age of preschool age, children with CRD have not yet formed a level of verbal-logical thinking corresponding to their age-related abilities - children do not distinguish essential features when generalizing, but generalize either by situational or functional features. In children with mental retardation, the following features of attention are noted: low concentration of attention (inability of the child to concentrate on a task, on any activity); fast distraction; rapid exhaustion and fatigue; low level of stability of attention (children cannot engage in the same activity for a long time); narrow scope of attention. Voluntary attention is more severely impaired. Thus, mental retardation manifests itself in a slower rate of maturation of the emotional-volitional sphere, and in intellectual deficiency. The latter is manifested in the fact that the child's intellectual abilities do not correspond to age. A significant lag and originality is found in mental activity. All children with CRD have memory deficits, and this applies to all types of memorization: involuntary and voluntary, short-term and long-term. The lag in mental activity and the peculiarities of memory are most clearly manifested in the process of solving problems associated with such components of mental activity as analysis, synthesis, generalization and abstraction.

3. The originality of perception in children with mental retardation. Children with mental retardation are characterized, first of all, by inadequacy, limitation, fragmentation of knowledge about the world around them. This cannot be attributed only to the poverty of the child's experience (in fact, this very poverty of experience is largely due to the fact that the perception of children is inadequate and does not provide sufficient information): with mental retardation, such properties of perception as objectivity and structure are impaired. This is manifested in the fact that children find it difficult to recognize objects that are in an unusual perspective. In addition, they find it difficult to recognize objects in outline or schematic images when it is necessary, especially if they are crossed out or overlapped. Children do not always recognize and often confuse letters that are similar in style or their individual elements. The integrity of perception also suffers. Children with mental retardation experience difficulties when it is necessary to isolate individual elements from an object that is perceived as a whole. These children find it difficult to complete an integral image for any part of it, the images of objects themselves in the representation of children are not accurate enough and the very number of images - they have much less representations in comparison with normally developing children. A holistic image of individual elements is formed slowly. For example, if a normally developing child is shown three randomly located points on the screen, he will immediately involuntarily perceive them as the vertices of an imaginary triangle. With mental retardation, the formation of such a single image takes more time. These shortcomings of perception usually lead to the fact that the child does not notice something in the world around him, “does not see” much of what the teacher shows, demonstrating visual aids, pictures. A significant lack of perception in these children is a significant slowdown in the processing of information coming through the senses. In the conditions of short-term perception of certain objects or phenomena, many details remain "not captured", as if not visible. A child with mental retardation perceives in a certain time less amount of material than his normally developing peer. The speed of perception in children with mental retardation becomes noticeably lower than normal for a given age, in fact, with any deviation from optimal conditions. Such an effect is exerted by low illumination, rotation of an object at an unusual angle, the presence of other similar objects in the neighborhood (with visual perception), a very frequent change of signals (objects), a combination, the simultaneous appearance of several signals (especially with auditory perception). A. N. Tsimbalyuk believes that children with mental retardation are characterized by a general passivity of perception, which manifests itself in attempts to replace a more complex task with an easier one, in the desire to "get rid of" as soon as possible. This feature determines the presence in children of an extremely low level of analyzing observation, manifested in: a limited scope of analysis; the predominance of analysis over synthesis; confusion of essential and non-essential features; predominantly fixing attention on the visible differences of objects; rare use of generalized terms, concepts. Children with mental retardation lack purposefulness, orderliness in the examination of the object, no matter what channel of perception they use (visual, tactile or auditory). Search actions are characterized by chaos and impulsiveness. When performing tasks for the analysis of objects, children give a result that is less complete and lack of accuracy, omission of small details, and one-sidedness. ZM Dunaeva, studying the process of spatial perception in children with mental retardation, came to the conclusion that this category of children has grossly impaired orientation in space. This further negatively affects the formation of graphic writing and reading skills. With age, the perception of children with mental retardation improves, especially the reaction time indicators, reflecting the speed of perception, improve significantly. Deficiencies in visual and auditory perception in children, which we attribute to mental retardation, are also noted by foreign authors, such as V. Krukshank; M. Frostig; S. Curtis et al. The considered disadvantages of perception can be overcome by means of special corrective classes, which should include the development of orienting activities, the formation of perceptual operations, active treatment of the process of perception and comprehension of images. Thus, in children with mental retardation, such features of perception are noted as, slowness of perception and processing of information; decreased activity of perception; insufficient completeness and accuracy of perception; lack of focus; low level of analytical perception; hand-eye coordination is impaired; material is perceived superficially by a child with mental retardation.

4.The peculiarity of visual forms of perception in children with mental retardation

Multiple studies of visual perception in children with CRD have shown that, despite the absence of sensory impairments (i.e., a decrease in visual acuity and loss of visual fields), they perform many receptive visual operations more slowly than their normally developing peers. According to Tomin T.B., a decrease in the effectiveness of perception should inevitably lead to relative poverty and insufficient differentiation of visual images - representations, which is very often observed in children with mental retardation (in the absence of correctional and developmental work with them). In addition, the results of studies by B.I. Bely, as well as other scientists, suggested that the disorder in the development of forms of visual perception, determined in children with CRD, is due to both the immaturity of the right frontal lobe and the delayed maturation of the left hemispheric structures, which ensure activity and volition. perception.

Recently, electrophysiological observations have made it possible to confirm the hypothesis of underdevelopment of the functions of the left hemisphere in children with CRD. This is one of the main reasons that the processes of the formation of color discrimination, orientation in space and the differentiation of size, which take place in normally developing children rather spontaneously, in children with PDD are formed later, and work on their development cannot take place also spontaneously, but requires considerable effort. teachers. What are the features of the development of visual forms in children with mental retardation?

4.1 Perception of color

One of the features of the visual perception of preschoolers with CRD is its lack of differentiation: they do not always accurately recognize the color and color shades inherent in surrounding objects. Their color discrimination processes, in comparison with the norm, lag behind in their development. So, by the age of two, children with CRD can distinguish basically only two colors: red and blue, and some do not. Only by the age of three or four they develop the ability to correctly recognize four saturated colors: red, blue, yellow, green. At the age of five and six, children begin to distinguish not only these colors, but (during special work) and white and black. However, they have difficulty in trying to name low-saturated colors. To designate color shades, preschoolers sometimes use names derived from the names of objects (lemon, brick, etc.). Most often they are replaced by the names of the primary colors (for example, pink - red, light blue - blue). The ability to differentiate basic colors and their shades in children appears only by the age of seven, and in some even later. In addition, preschoolers with CRD for a long time, compared with the norm, are not able to properly navigate in the names of objects for which a certain color is a constant, typical sign. For example, normally developing children at the age of five to six years correctly understand the tasks and list items of red (red traffic light, fire), green (tree, grass in summer, etc.), yellow (sun, egg yolk). In contrast to them, children with CRD at the same age name many such objects for which this color is not a characteristic, constant sign: clothes, toys, i.e. those objects that make up the immediate environment or accidentally fall into the field of view.

Inaccurate recognition of the color and color shades inherent in objects by preschoolers with CRA reduces their ability to cognize the world around them, and this, in turn, has a negative effect on further educational activity. In order to help a child with mental retardation, timely special qualified pedagogical assistance is needed. Only in this case will it be possible to increase the level of development of such a child.

4.2 Visual perception of form

Children with CRD differ in their ability to discern shape (based on planar and volumetric geometric shapes). But here it should also be noted that this ability is formed relatively later than in normally developing children. So at the age of five, children with CRD poorly differentiate and name the basic geometric shapes. They especially find it difficult to distinguish between a circle and an oval, a square and a rectangle. The triangle is given to them more easily than all of the above. Formalization of such geometric figures as a rhombus, cube, ball, cone, cylinder occurs only at school age. But the situation can change significantly if you start to carry out correctional and developmental work with the child on time. The bottom line is that in most cases children catch up with their normally developing peers. One of the striking examples of the development of the function of visual perception of form is the game. For example, such games "Find your match", "Find the key for the bear", "Lotto" (geometric), etc. The development of the game is acceptable at home, but it is better if this and much more will take place under the clear guidance of specialists.

4.3 Visual perception of magnitude

Value is a relative concept. The idea of it is formed much more work than the concept of color and shape. Therefore, the perception of magnitude is the least developed in preschool children with CRD. But at the same time, the visual ratio is at a fairly high level. Difficulties arise when identifying a feature by name and with its own name. In life situations, children with CRD operate only with the concepts of "big" and "small", any other concepts: "long - short", "wide - narrow", etc. used only not differentiatedly or assimilated. At six to seven years old, a small number of objects can be compared in size: two to three.

All of the above allows us to judge the lag in the development of visual perception of the value in preschoolers with CRD in relation to the norm. This makes it necessary to carry out correctional and pedagogical work with them to develop and form this ability.

4.4 Features of the development of orientation in space

Spatial orientation is one of the most important types of human activity. It is necessary for many areas of activity. Scientists who studied children with CRD noted their poor orientation in the surrounding space. Spatial impairments are considered by many researchers as one of the most common defects encountered in CR. In the development of the cognition of space by normally developing children, psychologists distinguish three main stages. The first of them presupposes that the child has the opportunity to move, actively move in space and thus take a position that is comfortable for viewing the environment. The second is associated with the mastery of object-related actions, which make it possible to expand the practical experience of cognizing the properties of objects and their spatial relationships. The third stage begins with the development of speech, i.e. with the emergence of the ability to reflect and generalize spatial categories in the word. Of great importance is the mastery of prepositions that express spatial relations, and adverbs, with the help of which directions are indicated. Children with mental retardation also go through three main stages of cognition of space, however, at a later date and with some originality. Awkwardness and lack of coordination of movements, usually characteristic of this group of children, have a negative impact on the formation of the possibility of visual acquaintance with what is in relative proximity to the child. Also, children with mental retardation are characterized by a delay and shortcomings in the formation of objective actions and associated voluntary movements, which, in turn, negatively affects the development of the ability to orientate in the surrounding space in this category of children. Defective development of verbal - logical thinking does not provide a basis for a full comprehension of the spatial situation in which the child, for one reason or another, must orient himself. For a long time, children with CRD are not guided by the sides of their own body and the body of the interlocutor. They find it difficult to distinguish relationships between objects. They find it difficult to navigate in the space of the sheet, as well as in a large space - in a group, a gym, in the yard.

Hence, the conclusion suggests itself that in children with mental retardation it is necessary to purposefully develop the ability to spatial orientation by means of carrying out correctional and pedagogical work with them. So, summing up all of the above, we can conclude that the development of visual forms of perception in children with PDD is different in comparison with normally developing children: different temporal characteristics, qualitatively different filling, inferiority and uneven content. Obviously, such shortcomings are not eliminated by themselves; a clear, thoughtful, and most importantly timely strategy for the development and correction of visual perception in children is needed. Only in this case is a favorable outcome in the development of the child possible. Most children with mental retardation, with whom correctional and pedagogical work is carried out, subsequently reach the level of the norm.

5.The peculiarity of sensory perception of children with mental retardation.

Such scientists as L.S. Wenger, A.V. Zaporozhets, A.A. Kataeva, N.N. Poddyakov, A.P. Usova.

The formation of a holistic image of objects is the result of a complex interaction of sensations and traces of perceptions already existing in the cerebral cortex. It is this interaction that turns out to be violated. The process of perception is difficult in children: its rate is reduced, the volume is narrowed, the accuracy of perception (visual, auditory, tactile-motor) is insufficient. In the study by P.B. Shoshina and L.I. Peresleni (1986) revealed that children with CRD perceive less information per unit of time, i.e., the speed of performance of perceptual operations is reduced. Complicated orientation research activities aimed at researching the properties and qualities of objects. Such children need more time to receive and process visual, auditory and other impressions. This is especially evident in difficult conditions. One of the features of children is that similar qualities of objects are perceived by them as the same (an oval, for example, is perceived as a circle). Deviations in the development of sensory standards are associated, as a rule, with the fact that these standards are objective, and not generalized, and also because in children with mental retardation, concepts such as shape, color, size, which normally appear at 3-4 years old. The lack of formation of standards also interferes with the development of actions in relation to objects with a standard, since children do not see the difference between a ball and a balloon, do not distinguish objects that are close in color, and cannot arrange figures in size. Therefore, such an action as modeling (i.e., the decomposition of an object into the standards of which it is composed) may not be formed in such children by the end of preschool age, although normally it should appear by the age of five. A greater number of practical tests and measurements are required when solving visual-practical problems (Seguin board, box of forms, etc.), children find it difficult to examine the subject. At the same time, children with CRD can practically correlate objects by color, shape, size. The main problem is that their sensory experience is not generalized for a long time and is not fixed in the word, errors are noted when naming signs of color, shape, size parameters. Thus, reference views are not generated in a timely manner. A child, naming the main colors, finds it difficult to name intermediate, light shades, uses the undifferentiated designation of the parameters of the size "large - small", and does not name the signs of length, width, height, thickness. Thus, the retardation of the child's mental development is characterized by inadequacy and fragmentation of ideas about the world around them, the main reasons for which are the violation of such properties of perception as objectivity and structure. And also the presence of inferiority of subtle forms of visual and auditory perception, spatial and temporal disorders, inadequacy of planning and implementation of complex motor programs. Sensory deficiencies in a preschool child are difficult and sometimes impossible to compensate for later in life. This indicates the need to organize the process of sensory education of children with mental retardation as early as possible.

6. The originality of the auditory perception of children with mental retardation

The auditory modality of perception is a powerful source of the integrated sensory work of the human brain, is an important structural component of the auditory-speech system, is associated with all other modalities of perception due to the sound nature of language and the designating function of speech. Auditory perception of younger preschoolers with CRD is characterized by the same features as visual perception. These difficulties reflecting the insufficiency of analytical-synthetic activity are manifested in the difficulties of perception and comprehension of speech instructions. There is a significant lag in the development of indicators of auditory perception: the perception of oppositional sounds is difficult, the isolation of words from the sound stream; tactile perception: the perception of signs of objects, graphic signs. Difficulties are characteristic of differentiation by ear of opposition sounds, mixing of groups of sounds, violation of the rhythmic structure of syllable rows; omission of words when isolating words from the sound stream, distortion of the sound structure of words. When a verbal instruction is perceived, only a part of it is perceived. Children with mental retardation are distinguished by an increased response to extraneous sound signals, a significant number of corrections of their own answers. An even greater lag can be traced in the formation of visual-auditory integration, which is of great importance in teaching literacy. There are no difficulties in perceiving simple auditory influences. Children usually react early and correctly to the intonation of the adult speaking to them, but late begin to understand the speech addressed to them. The reason - in the delayed maturation of phonemic hearing - the basis for the perception of the speech of others. A certain role is also played by the characteristic general inactivity of cognitive activity, instability of attention, and motor underdevelopment. In children with mental retardation, there is no proper correspondence between the word denoting an object and a specific image. Insufficiently perceiving and comprehending objects and phenomena of the surrounding reality, pupils do not feel the need for their exact designation. The accumulation of words denoting the properties and qualities of objects and phenomena is carried out much more slowly than in peers with normal development. There are some difficulties in the differentiation of speech sounds (which speaks of deficiencies in phonemic hearing), which are most pronounced in difficult conditions: when words are pronounced quickly, in polysyllabic and similar words in pronunciation. Children have difficulty picking out sounds in a word. These difficulties, reflecting the insufficiency of analytical and synthetic activity in the sound analyzer, are found when teaching children to read and write. The results obtained in the course of the study suggest that the state of the processes of phonemic analysis and synthesis in children with mental retardation is at a low level. So, phonemic analysis and synthesis are impaired in all children with mental retardation with predominantly underdevelopment of some kind of operation. In the study of this operation, it was noted that the elementary form of phonemic analysis is most formed in children: the selection of sound against the background of a word, the determination of the number of sounds in a word and the establishment of a sequence of sounds in a word are impaired. The reason for the erroneous selection of the number of sounds lies in the inability of children to dismember the syllable into its constituent sounds, and the inability to determine the sequence of sounds is explained by the difficulty of keeping the sound row while operating with this row. The most difficult operation for children with mental retardation was the operation of composing a word from sounds. The mistakes made are due to the immaturity of the function of language synthesis as a mental action and depend on the complexity of the language material. The creation of a basis for a more complete mastery of speech is possible through the use of game techniques of work aimed at distinguishing between speech, musical sounds and noises; performance of imitation and different motor exercises of different rhythmic patterns; playing children's musical (including noise) instruments, etc. The state of auditory perception affects orientation in the environment: spatial orientation and various activities require the ability to differentiate sounds, noises, localize sound sources, determine the direction of a sound wave. Developed phonemic hearing is the basis and prerequisite for successful mastering of literacy, which is especially important for pupils going to general education school.

7. The peculiarity of tactile (tactile), kinesthetic perception of children with mental retardation

Particular importance is attached to the development of touch, since the shortcomings of its development have a negative effect on the formation of visual-effective thinking and, in the future, on the operation of images. With the help of touch, the information obtained by other analyzers is refined, expanded and deepened, and the interaction of sight and touch gives higher results in cognition. The hands are the organ of touch. Touch is carried out by a whole sensory system of analyzers: skin-tactile, motor (kinesthetic, kinetic), visual. Passivity and insufficient purposefulness of tactile activity in children with mental retardation cannot give a complete picture of the object under study; they are characterized by an orientation towards individual, often insignificant features of the object. Different objects have a number of properties that cannot be cognized with the help of only, for example, a visual or auditory analyzer. We are talking about distinguishing the surfaces of objects by touch (soft, hard, rough, prickly, etc.), determining their temperature regime (hot, cold, etc.), vibration capabilities. The tactile sensations that arise during the sequential feeling of the object, highlighting its contour (or volume), surface, make it possible to clarify the knowledge of children about materials, their properties and qualities, to form a generalized idea of the object itself. The complexity of creating a tactile image of an object in a child is explained by its formation based on the synthesis of a mass of tactile and kinesthetic signals, full-fledged work of the skin-mechanical analyzer, and the development of musculo-motor sensitivity. The formation of sensations of this type in children with mental retardation is significantly difficult. The research revealed: passivity and insufficient purposefulness of the pupils' tactile activity; inconsistency of hand movements, a lag in the development of motor sensations, manifests itself in inaccuracy and disproportion of movements that leave the impression of motor awkwardness in children, as well as in difficulties in reproduction, for example, the poses of their hands, set by an adult, impulsivity, haste, insufficient concentration of all activities and, accordingly, a large number errors in object recognition. Usually such children are satisfied with the first recognition of the object, which is based on one or two non-specific signs, and do not make additional attempts to check the correctness of their decision. At the same time, many informative signs of an object (object, phenomenon) remain unperceived. Tactile perception is complex, combining tactile and motor sensations. The observed difficulties are associated with the lack of intersensory connections and with the underdevelopment of tactile and motor sensitivity. The lag in the development of tactile perception is much more evident. In the course of age-related development, the lack of perception is overcome, and the faster, the more conscious they become. The lag in the development of visual and auditory perception is overcome more quickly. Tactile perception develops more slowly. Among the indicators of tactile perception, the greatest difficulties in children with CRD were noted in the diagnosis of the perception of signs of objects (length, thickness, material) and graphic signs. Students use two main strategies: prolonged, repeated groping, or superficial, accompanied by numerous changes in the answer.

Kinesthetic perception (skin, vibration sensitivity, that is, superficial sensitivity) is an extremely important type of sensitivity, since without them it is impossible to maintain an upright position of the body, perform complexly coordinated movements. The kinesthetic factor carries information about the relative position of motor apparatus in statics and movement. It is closely related to touch, which contributes to the provision of more subtle and plastic reinforcements of complex complexes of arms, legs, hands, fingers, organs of articulation, eyes, etc. In sensory cognition, tactile-motor perception prevails over purely visual. The formation of the child's ideas about the scheme of his own body is formed exclusively on a kinesthetic basis. IP Pavlov called kinesthetic, or proprioceptive, perceptions the work of the motor analyzer. To ensure the accuracy of movements, it is necessary to analyze the resistance of the surrounding objects, which must be overcome by this or that muscle effort. Kinesthetic perception, or motor component (musculo-articular sensitivity, i.e. deep sensitivity), is the leading one in the implementation of visual-motor, auditory-motor, coordination-motor factors. The ability to focus attention, mobilize sensory-motor memory, formed visual-motor and vestibular-motor coordination also serve as the basis for the formation of a child's cognitive activity. Deviations in the development of motor skills affect the dynamics of not only motor skills, but also thought processes, speech formation, etc.

8. The originality of the olfactory and gustatory perceptions of children with mental retardation

One of the main problems is the problem of perception of the feeling of heaviness, the sense of taste, the development of the sense of smell. Children with mental retardation are poorly aware of the possibilities of baric sensations, olfactory, gustatory analyzers. As practice shows, special training is needed so that these sensations become decisive when getting acquainted with certain groups of objects (for example, cosmetic products, spices, etc.). Perception of an object (object, phenomenon) with the help of various senses gives a more complete and correct idea of it, helps to recognize an object by one or several properties (including smell, taste, etc.).

9. The originality of the perception of time

Perception of time involves the formation of temporary concepts and ideas in children: days, days of the week, seasons. This is a very difficult section for children with mental retardation, since time as an objective reality is difficult to imagine: it is always in motion, fluid, continuously, immaterial. Temporal representations are less specific than, for example, spatial representations. The perception of time is more based not on real ideas, but on reasoning about what can be done in a particular time interval. It is even more difficult for children to form ideas about the sequence of basic life events and their duration. It is important to teach a child with mental retardation to perceive the sense of time, since the pupil's awareness of the daily routine, the quality of performing various types of practical activities during a certain time interval, and further social adaptation depend on the ability to navigate in time.

Conclusion

At the present stage of development of preschool education, there are negative trends in the increase in the number of children with mental retardation, caused, on the one hand, by an unfavorable microenvironment for the development of children, on the other hand, by the insufficient level of readiness of specialists in preschool institutions. Specialists need to have a system of theoretical knowledge that focuses on the developmental features of children with developmental delays. In addition, a specialist working with children with mental retardation should have practical skills in diagnosing and correcting mental retardation in general and cognitive processes in particular.

At the present stage, a preschool educational institution should carry out psychological and pedagogical study of children of "risk groups" in order to provide timely psycho-corrective assistance to children with not pronounced deviations. The period of preschool childhood is the most favorable for intensive intellectual, emotional, social development. On condition of early diagnosis and provision of timely correctional and pedagogical assistance, children with mental retardation are able to overcome mental underdevelopment before the start of systematic education. So, in children of this category, there are violations of perception of various modality and, accordingly, the perception of objects, phenomena and situations. Note that the highlighted features of perception are clearly visible in children of both preschool and primary school age. But, as practice shows, they are gradually smoothed out under the influence of special (corrective) training.

BIBLIOGRAPHY

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Ministry of Education and Science of the Russian Federation

Cherepovets State University

Institute of Pedagogy and Psychology

Course work

"Features of the development of visual forms of perception in preschoolers with mental retardation"

Performed

student of group 4KP-22

Elizarova L.G.

Checked

Pepik L.A.

Cherepovets 2006

Introduction

The period of preschool childhood is a period of intensive sensory development of the child - the improvement of his orientation in the external properties and relationships of objects and phenomena, in space and time.

Visual perception is especially important. This is a complex work, in the process of which a huge number of stimuli acting on the eye are analyzed.

The problem of the development and improvement of visual forms of perception in preschool age, especially in children with mental retardation (PDD) was, is and will always be relevant, because visual perception is closely interconnected with such mental processes as attention, memory and thinking. The "better" the process of visual cognition of reality occurs, the more attentive the observer, the more memory he has, the faster and better all types of thinking develop. The accumulated experience of sensory cognition allows you to easily navigate in the surrounding reality, quickly and correctly respond to changes in it, i.e. serves as a guarantee of the timely and successful socialization of the individual.

The sensory intellectual and social experience of a person is formed on the basis of visual perception. Deficiencies in his development essentially unify the space of his essential experience.

The low level of formation of visual forms of perception dramatically reduces the possibility of successful learning of the child. The correct perception of shape, size, color is necessary for the effective assimilation of many school subjects at school, and the formation of abilities for many types of creative activity also depends on this.

All of the above allows us to judge that the development of visual forms of perception is one of the main components of preschool education, because its insufficient formation will entail grave consequences: underdevelopment of all higher mental functions, and consequently, a decrease in intellectual and social activity in general. Prevention of this is also one of the urgent problems of the modern world, requiring an effective solution, which is what scientists of all countries are working on.

So, scientists such as F. Frebel, M. Montessori, S.V. Zaporozhets, A.P. Usova, Z.M. Istomin, N.P. Sakkulina, S.V. Mukhina, L.A. Wenger et al., And in children with CRD: I.I. Mamaichuk, M.N. Ilyina, M.S. Pevzner, B.N. Bely, T.A. Vlasov, etc.

They made a great contribution to the development of child psychology and defectology. Our research will also be based on the work of these scientists.

So, in order to study the features of the development of visual forms of perception in preschoolers with mental retardation, we conducted a study. It took place on the basis of the Kindergarten of compensating type №85 "Iskorka". The experiment involved ten children: eight boys, two girls. All study participants were five to six years old.

The purpose of our work was: to study the features of the development of visual forms of perception in preschool children.

The object of the study was: the development of visual forms of perception in preschool children.

Subject: features of the development of visual forms of perception in preschool children with mental retardation.

In the course of the work, the following tasks were set:

1.analyze literary sources on the raised issue;

2.to study the psychological and pedagogical cards of children participating in the experiment;

.to identify the features of the development of visual forms of perception in preschool children in the norm;

.to identify the features of the development of visual forms of perception in preschool children with mental retardation;

.to compare the peculiarities of the development of visual forms of perception in preschool children in normal conditions and in CR;

.select the necessary techniques for the experiment;

.make the necessary conclusions on the work done.

Working methods:

1.analysis of literature;

2.analysis of psychological and pedagogical maps of children with mental retardation;

.supervision of children of this category;

.selection and analysis of experimental techniques;

.conducting an ascertaining experiment.

The structure of the work is distinguished: title page, content, introduction, in the main part - two chapters: theoretical and experimental, conclusion, list of references, appendix.

Chapter 1. Features of the development of visual forms of perception in preschool children

1 Features of the development of visual forms of perception in preschool children are normal

Already in early childhood, the child accumulates a certain stock of ideas about the various properties of objects, and some of these ideas begin to play the role of images with which the child compares the properties of new objects in the process of their perception.

Sensory abilities are especially active in preschool age - the functional capabilities of the body, providing a person's sensation and perception of the world around him and himself. In the development of these abilities, an important place is occupied by the assimilation of sensory standards - generally accepted samples of the external properties of objects. Seven colors of the spectrum and their shades in lightness and saturation are used as sensory standards of color, geometric figures are used as a standard of form, and the metric system of measures is used as a standard of form.

The assimilation of sensory standards by preschoolers begins with the fact that children get acquainted with individual geometric shapes and colors in accordance with the kindergarten program. Such acquaintance occurs mainly in the process of mastering various types of productive activity: drawing, designing, modeling, etc. it is necessary for the child to single out those basic varieties of properties that are used as standards from all the others, to start comparing the properties of various objects with them.

So, further we will give a description of the main forms of visual perception in more detail, i.e. perception of such sensory standards as color, shape, size, and also characterize the features of the development of orientation in space in children.

1.1 Perception of color

In the childhood period, color discrimination is actively developing: its accuracy and subtlety increase. Research conducted by Z.M. Istomina, showed that by the age of two, normally developing children, with direct perception, distinguish four basic colors well - red, blue, green, yellow. Differentiation of the intermediate backgrounds - orange, blue and violet - causes them difficulties. Even three-year-old preschoolers in many cases select only yellow objects according to the yellow model, and orange and yellow according to the orange one; according to the blue sample, only blue are selected, according to the blue - both blue and blue; to the purple color, children refer to both purple and blue objects. This is especially evident if the sample is first shown and then hidden and the choice must be made from memory. These facts cannot be explained by the fact that children do not distinguish between yellow and orange, blue and light blue, and poorly distinguish between violet. According to a familiar color, the choice is made correctly, according to the model of an unfamiliar color, it is mistaken. The reason is that, having received, for example, a yellow sample, children immediately relate it to their existing standard and recognize it as yellow. After that, they select yellow objects, and the rest, without a detailed examination, simply discard their colors as "not like that." The orange pattern puts the child in a quandary. He has no idea about this color, and instead uses the most suitable standard available - yellow. Therefore, the child selects both orange objects that coincide with the sample and yellow objects that do not coincide with it, but coincide with the familiar standard.

The complication of productive activities leads to the fact that the child gradually learns all new standards of color and by about four to five years old masters a relatively complete set of them.

In the childhood period, not only color discrimination improves with direct perception, but also by word - name.

So from the age of four, a strong connection is established between color and the name in relation to the main tones, and from the age of five, the relation of intermediate ones. According to Cook's data, the accuracy of color differentiation of shades by six years approximately doubles. From middle childhood, children begin to distinguish both lightness and saturation. Lightness is the degree of closeness of a given color (shade) to white, and saturation is the degree of its purity. Children visually differentiate and name, highlighting by lightness and saturation, such shades as dark green, light yellow, etc., meaning brightness. The development of this process throughout childhood is also facilitated by the designation of these relations with the words "dark" and "light".

1.2 Visual perception of form

Together with the development of color discrimination, the process of mastering the form also takes place. Geometric shapes are considered to be the standards of form. The assimilation of the standards of form presupposes the ability to recognize the corresponding form, to name it, to act with it, and not to analyze it in terms of the number and size of angles, sides, etc.

At the age of two to three years, it is still very difficult for a child to determine the shape visually. At first, he does not do it enough, checking with another method - trying on.

Only through the use of methods of testing and fitting in a variety of situations and on a wide variety of objects, the child develops a full-fledged visual perception of the form, the ability to determine the shape of an object and correlate it with the shapes of other objects.

At the age of five, the child already differentiates and names five basic figures - a square, a triangle, a circle, a rectangle and an oval; at the age of six, this is also intertwined for figures that are more complex in perception: a trapezoid, a rhombus and a pentagon. In addition, at the age of six years, children quite well distinguish in shape and name the following geometric bodies: a cone, a cylinder, a ball, a cube, a triangular prism.

1.3 Visual perception of magnitude

Mastering the standards of size is somewhat more difficult than the standards of color and shape. The quantity does not have an "absolute" meaning, therefore its determination is made by means of conditional measures. The assimilation of these measures is a rather difficult task that requires a certain mathematical preparation, therefore it is difficult for preschoolers to master it. However, for perception, the use of such a metric system is not at all necessary. An item can be judged “large” compared to another item, which in this case is “small”. Thus, the concepts of magnitude relations between objects act as standards of magnitude. These representations can be denoted by words that indicate the place of an object in a row of others ("big"; "small", "smallest"). It can also be attributed to other parameters of the size: height, length, width.

At three to four years old, the child normally already knows how to correlate objects in length, height and width. At five - seven years, he can compare at least two - three or even more objects that form a series of decreasing or increasing values. At the same age, the child successfully composes sernational rows, focusing on the size of the object; learns to compare objects in length (long - short, longer - shorter); in width (wide - narrow, wider - narrower); in height (high - low, higher - lower).

1.4 Features of the development of orientation in space

A child already in early childhood masters the ability to take into account the spatial arrangement of objects. However, he does not separate the directions of space and spatial relationships between objects from the objects themselves. The formation of ideas about objects and their properties occurs earlier than the formation of ideas about space, and serves as their basis.

The initial ideas about the directions of space, which a three - four year old child assimilates, are connected with his own body. It is for him the center, the "reference point", in relation to which the child can only determine the direction. Under the guidance of adults, children begin to identify and correctly name their right hand. It acts as a hand performing basic actions: “With this hand I eat, draw, etc. then she's right. " (If the child is "left-handed", then he is given individual attention and approach). The child manages to determine the position of other parts of the body as "right" or "left" only to the position of the right hand. For example, when asked to show the right eye, the younger preschooler first finds his right hand and only then points to the eye. But the peculiarity of this age is that the child cannot navigate the sides of the interlocutor's body, because “Right” and “left” seem to him to be something constant, and he cannot understand how what is on the right for him, for another can be on the left.

A child begins to understand this, and, consequently, to navigate the sides of the interlocutor at about five to six years. Also at this age, children begin to highlight the relationship between objects (one object after another, in front of another, to the left of it, between them, about, behind, etc.). Navigate in paper space (top right, bottom left, middle, etc.).

The formation of ideas about spatial relationships is closely related to the assimilation of their verbal designations, which help the child to distinguish and fix each type of these relationships. The ability to do this in children is formed in the fifth or sixth years of life. At the same time, in each of the relationships ("above - below", "behind - before"), the child first learns the idea of one member of the pair (for example, "above", "before"), and then, relying on it, masters the second.

So, taking into account all of the above, we can conclude that by the end of preschool age, children normally, in the absence of pathology of the visual analyzer, have developed all forms of visual perception. Which is one of the most important in the all-round development of a child during both preschool and school age. It especially affects the formation of productive and educational activities.

All the above described features of the development of visual forms of perception are characteristic of normally developing children. What is the manifestation of these features in children with CRD, we will consider further.

2 Features of the development of visual forms of perception in preschool children with mental retardation

In addition, the results of studies by B.I. Bely, as well as other scientists, suggested that the disorder in the development of forms of visual perception, determined in children with CRD, is due to both the immaturity of the right frontal lobe and the delayed maturation of the left hemispheric structures, which ensure activity and volition. perception.

Recently, electrophysiological observations have made it possible to confirm the hypothesis of underdevelopment of the functions of the left hemisphere in children with CRD.

This is one of the main reasons that the processes of the formation of color discrimination, orientation in space and the differentiation of size, which take place in normally developing children rather spontaneously, in children with PDD are formed later, and work on their development cannot take place also spontaneously, but requires considerable effort. teachers.

What are the features of the development of visual forms in children with mental retardation?

2.1 Perception of color

So, by the age of two, children with CRD can distinguish basically only two colors: red and blue, and some do not. Only by the age of three or four they develop the ability to correctly recognize four saturated colors: red, blue, yellow, green. At the age of five and six, children begin to distinguish not only these colors, but (during special work) and white and black. However, they have difficulty in trying to name low-saturated colors. To designate color shades, preschoolers sometimes use names derived from the names of objects (lemon, brick, etc.). Most often they are replaced by the names of the primary colors (for example, pink - red, light blue - blue). The ability to differentiate basic colors and their shades in children appears only by the age of seven, and in some even later.

In addition, preschoolers with CRD for a long time, compared with the norm, are not able to properly navigate in the names of objects for which a certain color is a constant, typical sign. For example, normally developing children at the age of five to six years correctly understand the tasks and list items of red (red traffic light, fire), green (tree, grass in summer, etc.), yellow (sun, egg yolk). In contrast to them, children with CRD at the same age name many such objects for which this color is not a characteristic, constant sign: clothes, toys, i.e. those objects that make up the immediate environment or accidentally fall into the field of view.

In order to help a child with mental retardation, timely special qualified pedagogical assistance is needed. Only in this case will it be possible to increase the level of development of such a child.

2.2 Visual perception of form

But the situation can change significantly if you start to carry out correctional and developmental work with the child on time. The bottom line is that in most cases children catch up with their normally developing peers. One of the striking examples of the development of the function of visual perception of form is the game. For example, such games "Find your match", "Find the key for the bear", "Lotto" (geometric), etc.

The development of the game is acceptable at home, but it is better if this and much more will take place under the clear guidance of specialists.

2.3 Visual perception of magnitude

Value is a relative concept. The idea of it is formed much more work than the concept of color and shape. Therefore, the perception of magnitude is the least developed in preschool children with CRD. But at the same time, the visual ratio is at a fairly high level. Difficulties arise when identifying a feature by name and with its own name. In life situations, children with CRD operate only with the concepts of "big" and "small", any other concepts: "long - short", "wide - narrow", etc. used only undifferentiated or assimilated. Children find it difficult to draw up sernational rows. At six to seven years old, a small number of objects can be compared in size: two to three.

2.4 Features of the development of orientation in space

Spatial orientation is one of the most important types of human activity. It is necessary for many areas of activity. Scientists who studied children with CRD noted their poor orientation in the surrounding space. Spatial impairments are considered by many researchers as one of the most common defects encountered in CR. In the development of the cognition of space by normally developing children, psychologists distinguish three main stages. The first of them presupposes that the child has the opportunity to move, actively move in space and thus take a position that is comfortable for viewing the environment. The second is associated with the mastery of object-related actions, which make it possible to expand the practical experience of cognizing the properties of objects and their spatial relationships. The third stage begins with the development of speech, i.e. with the emergence of the ability to reflect and generalize spatial categories in the word. Of great importance is the mastery of prepositions that express spatial relations, and adverbs, with the help of which directions are indicated. Children with mental retardation also go through three main stages of cognition of space, but at a later date and with some originality. Awkwardness and lack of coordination of movements, usually characteristic of this group of children, have a negative impact on the formation of the possibility of visual acquaintance with what is in relative proximity to the child. Also, children with mental retardation are characterized by a delay and shortcomings in the formation of objective actions and associated voluntary movements, which, in turn, negatively affects the development of the ability to orientate in the surrounding space in this category of children.

Defective development of verbal - logical thinking does not provide a basis for a full comprehension of the spatial situation in which the child, for one reason or another, must orient himself.

For a long time, children with CRD are not guided by the sides of their own body and the body of the interlocutor. They find it difficult to distinguish relationships between objects. They find it difficult to navigate in the space of the sheet, as well as in a large space - in a group, a gym, in the yard.

So, summing up all of the above, we can conclude that the development of visual forms of perception in children with PDD is different in comparison with normally developing children: different temporal characteristics, qualitatively different filling, inferiority and uneven content. Obviously, such shortcomings are not eliminated by themselves; a clear, thoughtful, and most importantly timely strategy for the development and correction of visual perception in children is needed. Only in this case is a favorable outcome in the development of the child possible. Most children with mental retardation with whom correctional and pedagogical work is carried out, subsequently reach the level of the norm.

Chapter 2. Experimental study of the peculiarities of the development of visual forms of perception in children with CRD of preschool age.

1 Purpose, objectives, organization of the study

The goal is to obtain experimental material on the peculiarities of the visual forms of perception of preschoolers with mental retardation.

1.study the psychological cards of the children participating in the experiment;

2.adapt the methods chosen for the experiment to children with mental retardation, give their descriptions;

.conduct an ascertaining experiment;

.select the data obtained and analyze it;

.draw the necessary conclusions from the study.

As for the organization of the experimental study, ten children participated: eight boys and two girls. All children aged five to six years, with the conclusion of the PMPK - ZPR.

Brief information about children:

No.NameAgeYear of study at the school Conclusion of the PMPK1Vanya B.6 years2 yearsZPR2Vanya S..5 years2 yearsZPR3Gosha A..5 years2 yearsZPR4Danil G..6 years2 yearsZPR5Dima G.6 years2 years 5 years2 years

2.2 Technique of experimental research

Our research was based on the methods developed by G.A. Uruntaeva. and Afonkina Yu.A.

2.1 Technique No. 1 "Find out what color the circle is"

Purpose: to study the peculiarities of color perception in preschool children with CRD.

Preparation of the study: make circles with a diameter of 3 cm, painted in primary colors and their shades. We took the following colors: red, yellow, blue, green, white, black, purple, pink, orange and blue. Boxes of the same colors and shades.

Research: the experiment is conducted individually with children of five to six years old and consists of three series.

First episode. They put boxes in front of the child, give a set of circles (three pieces of each color) and ask to arrange the circles into boxes in accordance with their color. In this case, the color is not named.

Second series. The child is given ten circles of different colors. Then they name the color and ask the child to find a circle of the same color.

Third series. The child is given ten circles of different colors. Then they are asked to name the color of each.

Data processing: according to the results of the study, the subject is assigned to one of the following levels:

high - the child copes with all tasks for all primary colors and three to four shades.

average - the child copes with all tasks regarding only the primary colors (see Appendix Table No. 1).

low - the child copes with all tasks with respect to only basic colors (see Appendix Table No. 1).

2.2.2 Technique No. 2 "What is this geometric figure?"

Purpose: to study the peculiarities of form perception in preschool children with mental retardation.

Research preparation: prepare cards with the image of the following planar geometric shapes: circle, oval, triangle, square, rectangle, rhombus, and also choose volumetric geometric shapes: ball, cube, cylinder, cone.

Research: the experiment is carried out individually with children of five to six years old and consists of two series.

First episode. Cards with planar and volumetric geometric shapes are laid out in front of the child. Then they call one of these figures and ask the child to find the same one on the cards.

Second series. Cards with the same geometric shapes as in the previous series are laid out in front of the child and asked to name each of them.

high - the child differentiates and names all planar and three four volumetric geometric shapes.

middle - the child differentiates and names all planar and one two volumetric geometric shapes.

low - the child differentiates and names only planar geometric shapes (see Appendix Table No. 2).

2.3 Technique №3 "Assemble the pyramid".

Purpose: to study the peculiarities of the perception of magnitude in preschool children with mental retardation.

Research preparation: prepare a one-color pyramid of six rings.

Research: the experiment is carried out individually with children of five to six years old. The child is sitting at the table. He is shown a pyramid, then one ring after another is removed before his eyes, laying them out in sequence. After that, they break the order and offer the child to assemble the pyramid on their own. The instruction can be repeated twice.

Data processing: in accordance with the results of the study, the subject is assigned to one of the following levels:

tall - the child correctly assembles the pyramid, taking into account the size of all six rings.

middle - the child correctly assembles the pyramid, taking into account the size of all four to five rings.

low - the child correctly assembles the pyramid, taking into account the size of less than four rings (see Appendix Table No. 3).

2.4 Technique No. 4 "Be guided correctly".

Purpose: to study the peculiarities of spatial representations in preschool children with mental retardation.

Research preparation: pick up five toys. For example, doll, bunny, bear, duck, fox. A picture of five objects, a sheet of squared paper and a pencil.

Research: the experiment is carried out individually with children of five to six years old. The child is asked to complete the following tasks:

1.show the right arm, leg, ear, left hand.

2.the child is shown a picture and asked about the arrangement of objects: "What toy is drawn in the middle, in the upper right corner, in the upper left corner, in the lower right corner, in the lower left corner?"

.the child is asked to draw on a piece of paper in a cage in the center - a circle, on the left - a square, above the circle - a triangle, below - a rectangle, above the triangle - two small circles, under the triangle - one small circle, between the circle and the square - a small triangle.

Data processing: in accordance with the results of the study, the subject is assigned to one of the following levels:

high - the child copes with the first and second tasks, in the third he makes up to two mistakes.

average - the child copes with the first and second tasks, in the third he makes from three to four mistakes.

low - the child copes with the first and second tasks, in the third one makes five or more mistakes. (see the appendix table. №4).

So, in order to find out what is the level of development of visual forms of perception in preschool children with CRD in general, the following system was developed: when performing each technique, the subject is assigned to one of three levels: high, medium, low. Each level has its own number of points: high level - 10b., Middle level - 8b., Low level - 6b. after all the methods have been carried out, the total number of points they have earned is calculated for each child. And then, in accordance with this total number of points, the subject is assigned to one of the following levels:

high - 35 - 40 points;

average - 29 - 34 points;

low - less than 29 points.

3 Analysis of the results of the experimental study

In the course of our experimental study, on the problem of the developmental features of preschool children with mental retardation, we also obtained data that allow us to judge the rather good formation of these processes in the category of children under consideration (due to the timely corrective assistance provided to them).

The results of the study showed that out of ten subjects: two (Lisa A. and Lisa M.) have a high level of development of visual perception. In general, they received 38 and 36 points, respectively. Five subjects (Vanya S., Gosha A., Dima T., Zhenya M., Nikita S.), according to the experiment, have an average level of development of the process we are studying. And only three (Vanya B., Danil G., Maxim L.) showed a low development result. In general, they received less than 29 points (see Appendix Table No. 5). This is with regard to the results of the study as a whole. In addition to this, we need to analyze the data obtained for each visual process.

Let's start with color perception. The results of the study showed that only one subject, Lisa A., has a high level of development of this process, but even she found it difficult to distinguish the violet color, called it blue. Other children who took the middle "degree of the pedestal" (Vanya S., Gosha A., Dima T., Zhenya M., Liza M., Nikita S.) - six people, to a greater extent found it difficult to distinguish between such colors as: purple and orange, confusing them, respectively, with blue and yellow. Difficulties in differentiating blue and pink colors appeared to a lesser extent. Children with a low level of color perception (Vanya B., Danil G., Maxim L.) could not distinguish such colors as violet, pink, orange, blue. They either did not try to compare and name the color offered to them at all, or they did it wrong. Purple and cyan colors, they are confused with blue, pink with red, orange with yellow. In addition, it should be noted that none of the children participating in the experiment was able to differentiate the violet color proposed to them. Its relationship to blue is a typical mistake for all subjects. This suggests that it is necessary to pay more attention to teaching preschoolers with DPD of violet differentiation (see Appendix Table No. 1).

Having talked about the perception of color, we move on to the perception of form. This process also has its own characteristics. The results of the experiment showed the following: four out of ten subjects (Gosha A., Liza M., Liza A., Nikita S.) have a high level of form discrimination. They easily differentiate between planar (circle, square, triangle, rectangle, oval, rhombus) and volumetric (ball, cylinder, cone) geometric shapes. And they do it both by the word of an adult, and they are called independently. The subjects who took the middle level (Vanya B., Vanya S., Dima T., Zhenya M., Maxim L.), five people, basically made mistakes in the differentiation of such volumetric geometric figures as a cone and a cylinder. Only in one case did Dima G. find it difficult to name and show a cube, confusing it with a square. Danil G. showed a low level of form discrimination. He could not differentiate a single three-dimensional figure. According to the results of other conducted methods, Danil G. also shows a low level of development. Perhaps this is due to the fact that he was absent from the group for a long time, accordingly, he missed the training material due to illness (see Appendix Table No. 2.)

The next thing we will consider is the perception of magnitude. This process is more difficult for children with CRD than others. But according to the data of our experiment, which consisted in collecting a pyramid of six rings, preschoolers with DPD showed rather good results. Two subjects (Lisa A. and Lisa M.) coped with the task at a high level, having assembled a pyramid of six rings by visual correlation. Six (Vanya B., Gosha A., Dima G., Zhenya M., Maxim L., Nikita S.) showed an average level of task performance. They were also able to assemble the pyramid by visual ratio, but only from four to five rings. And finally, two subjects (Vanya S., Danil G.) coped with the task at a low level. They assembled a pyramid, taking into account the size of less than four rings (see Appendix Table No. 3).

And, finally, the last thing we will consider is the peculiarities of the spatial orientation of preschoolers with PDD. To identify these features, according to some parameters, we also conducted a study and obtained the following results: none of the subjects coped with the task at a high level, at the intermediate level, the task was completed by six people (Vanya S., Gosha A., Dima G. , Liza A., Liza M., Nikita S.), at a low level - four (Vanya B., Danil G., Zhenya M., Maxim L.). Moreover, all the children coped with the task of orientation in parts of their own body and the plane of the sheet. The difficulty was caused by the last task aimed at studying the understanding of prepositions and adverbs, especially such as below (not a single child was identified), above (only Lisa M. highlighted), between (A. Gosha and Dima G. highlighted), under (highlighted Liza A.), over (six singled out - Vanya S., Gosha A., Dima G., Liza A., Liza M., Nikita S.). all the children coped with the understanding of adverbs on the left and in the center (see Appendix Table 4). From all this, it follows that children need even more training to develop the ability to orientate in space than before.

4 Conclusions from the study

Thus, based on the study, the following conclusions can be drawn:

1.If a timely correctional work on the development of visual forms of perception is carried out with a child with mental retardation, then this contributes to an increase in the level of formation of this process. Children often catch up with their normally developing peers.

2.Most of the children aged five to six years differentiate and name the primary colors and two to three shades.

.Also, children of this age (most of them) successfully distinguish such flat geometric shapes as a square, a circle, a triangle, a rectangle, an oval, a rhombus, and from volumetric ones, mostly a ball and a cube.

.The perception of size on the basis of the concepts "big - small", "more - less" is also formed in the majority of children.

.Most have well-developed spatial representations, especially orientation in parts of their own body and on the plane of the sheet.

These findings cannot be applied to all children with CRD, because the success of their training also depends on many factors: the degree of damage to the central nervous system, the timeliness of the diagnosis and the provision of correctional pedagogical assistance, the length of the child's education in a specialized kindergarten, etc.

The data we obtained in the course of the study are characteristic only for the group of children with whom it was carried out. If we take another group, then the results of obtaining are different.

Work on the development of visual forms of perception in children with mental retardation includes the following stages:

1.Formation and consolidation of sensory standards: stable, speech-fixed representations of color, geometric shapes and relationships in size between several objects.

2.Learning how to examine objects, as well as the ability to distinguish between their shape, color, size and perform more and more complex eye actions.

.Development of analytical perception: the ability to understand the combination of colors, dismember the shape of objects, highlight individual dimensions of quantities.

.The development of the eye and the ability to spatial orientation, first in the scheme of one's own body, then on the plane of the sheet, then in the surrounding space on the basis of adverbial and prepositional - case constructions.

.Consolidation in speech of color, magnitude, geometric, as well as spatial names and the ability to describe an object of a holistic nature.

These stages of work on the development of visual perception are implemented not only in preschool childhood, but also during school age, and are improved throughout life.

The most acceptable form of work in this direction in preschool age is the game: plot - role, didactic, psychological. Such games can be used as an element of an activity or lesson, as an element of competition in the free activities of children, as homework. This increases the motivation of children to learn, creates a lot of additional situations of success for them, serves as a means of stimulating cognitive activity, and helps to diversify educational activities.

However, it must be remembered that in ordinary life, in non-educational life, there are many situations that can be used as a means of developing visual forms of perception in children: traveling situations, going to a store, visiting a clinic, walking. All of them create great opportunities for the development of the child. For example, during a walk, you can count how many steps to a tall tree, and how many to a low tree, list which objects we see on the right and which on the left, count only red or only blue cars, find and name all objects of a round shape, etc. ...

In this regard, it is important to remember that such work should be carried out not only by the teacher of the special institution that the child visits, but also by his parents. It is important that the teacher informs parents on time about the characteristics and ways of developing certain abilities in a child.

Only if all these rules are observed is a favorable prognosis for the development of a child possible in the direction we are considering.

visual perception preschool

Conclusion

On the basis of our work, we can conclude that preschool children with DPD show the ability to perceive and distinguish such sensory standards as color, shape, size. They also learn to navigate in space. But all this is formed in them much later than in normally developing children and does not have the necessary completeness, integrity, quality. It should be noted that with modern, clear, competent work on the development of visual forms of perception in children with PDD, significant progress in this direction is possible (often children reach the level of the norm), and this, in turn, serves as the basis for a high-quality, full-fledged knowledge of the world by a child. , successful training, and hence its modern successful socialization and integration in society.

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