2.2 Specificity of thinking in children of primary school age with mental retardation
The difference between thinking and other psychological processes is that this activity is associated with solving a problem situation, a particular task. Thinking, unlike perception, goes beyond the sensory data. In thinking based on sensory information, certain theoretical and practical conclusions are made. It reflects existence not only in the form of individual things, phenomena and their properties, but also determines the connections that exist between them, which most often are not given directly to man in his very perception. The properties of things and phenomena, the connections between them are reflected in thinking in a generalized form, in the form of laws and entities. Currently existing ideas about the characteristics of the mental activity of children with mild developmental disabilities and lagging behind in learning are based largely on the materials of many years of research conducted by T. V. Egorova. The majority of preschool children with mental retardation, first of all, lack the readiness for the intellectual effort necessary to successfully solve the intellectual task assigned to them (U.V. Ulienkova, T.D. Puskaeva).
The thinking of children with mental retardation is more intact than that of mentally retarded children; the ability to generalize, abstract, accept help, and transfer skills to other situations is more preserved. The development of thinking is influenced by all mental processes:
level of development of attention;
level of development of perception and ideas about the world around us (the richer the experience, the more complex conclusions the child can draw);
level of speech development;
level of formation of voluntary mechanisms (regulatory
mechanisms). How older child, the more complex problems it can solve. By the age of 6-7, preschoolers are able to perform complex intellectual tasks, even if they are not interesting to him (the principle of “this is how it should be” and independence applies). In children with mental retardation, all these prerequisites for the development of thinking are impaired to one degree or another. Children have difficulty concentrating on a task. These children have impaired perception, they have a rather meager experience in their arsenal - all this determines the thinking characteristics of a child with mental retardation.
That aspect of cognitive processes that is disrupted in a child is associated with a violation of one of the components of thinking. Children with mental retardation suffer from coherent speech and the ability to plan their activities using speech is impaired; inner speech, an active means of the child’s logical thinking, is impaired. General deficiencies in the mental activity of children with mental retardation:
1. Lack of formation of cognitive, search motivation (a peculiar attitude towards any intellectual tasks). Children strive
avoid any intellectual effort. For them, the moment of overcoming difficulties is unattractive (refusal to perform a difficult task, substitution
an intellectual task is a closer, gaming task.). Such a child
performs the task not completely, but its simpler part. Children are not interested in the outcome of the task. This feature of thinking manifests itself at school, when children very quickly lose interest in new subjects.
2. Lack of a pronounced orientation stage when solving mental problems. Children with mental retardation begin to act immediately, on the fly. This
the situation was confirmed in the experiment of N.G. Poddubny. When presented with instructions for the task, many children did not understand the task, but sought to quickly obtain the experimental material and begin to act. It should be noted that children with mental retardation are more interested in finishing their work as quickly as possible, rather than in the quality of the task. The child does not know how to analyze conditions and does not understand the significance of the orientation stage, which leads to many errors. When a child begins to learn, it is very important to create conditions for him to initially think and analyze the task.
3. Low mental activity, “mindless” work style (children,
for haste and disorganization, they act at random, without fully taking into account the given conditions; there is no directed search for solutions or overcoming difficulties). Children solve a problem on an intuitive level, that is, the child seems to give the answer correctly, but cannot explain it.
4. Stereotypical thinking, its pattern.
Visual-figurative thinking is impaired. Children with mental retardation find it difficult to act according to a visual model due to violations of analysis operations, violation of integrity, focus, activity of perception - all this leads to the fact that the child finds it difficult to analyze the model, identify the main parts, establish the relationship between parts and reproduce this structure in the process of his own activities. In children with delay mental development there are violations of the most important
mental operations that serve as components of logical thinking:
analysis (gets carried away by small details, cannot highlight the main thing, highlights insignificant features);
comparison (compare objects based on incomparable, unimportant
signs);
classification (the child often makes the classification correctly, but cannot understand its principle, cannot explain why he did this).
In all children with mental retardation, the level of logical thinking lags significantly behind the level of a normal schoolchild. By the age of 6-7 years, children with normal mental development begin to reason, draw independent conclusions, and try to explain everything. Children with mental retardation experience great difficulty in forming the simplest conclusions. The stage in the development of logical thinking - drawing a conclusion from two premises - is still little accessible to children with mental retardation. In order for children to be able to draw a conclusion, they are greatly helped by an adult who indicates the direction of thought, highlighting those dependencies between which relationships should be established. According to U.V. Ulienkova, children with mental retardation do not know how to reason or draw conclusions; try to avoid such situations. These children, due to the lack of formation of logical thinking, give random, thoughtless answers, exhibit
inability to analyze the conditions of the task. When working with these children, it is necessary to pay special attention to the development of all forms of thinking in them. The insufficient level of formation of the generalization operation in children with developmental delays is clearly manifested when performing tasks for grouping objects by gender. This is where the difficulty in mastering special terms becomes evident. This also applies to species concepts. In some cases, children with mental retardation know the object well, but cannot remember its name. In general, we can say that generic concepts in children with mental retardation are poorly differentiated. Most children have a good command of elementary forms of classification. Distributing simple geometric shapes into groups based on identifying one of the features (color or shape) does not present any particular difficulties for them; they cope with this task almost as successfully as normally developing children. The small number of mistakes they make is due to insufficient attention and lack of organization in the work process. When classifying complex geometric material, the productivity of work is somewhat reduced. Only a few perform such a task without error. One of the common mistakes is replacing a task with a simpler one. The level of development of visual-effective thinking in these children is for the most part the same as in the norm; the exception is children with severe mental retardation. Most children complete all tasks correctly and well, but some of them require stimulating help, while others simply need to repeat the task and be given the setting to concentrate. In general, the development of this level of thinking is on par with normally developing peers. Analysis of the level of development of visual-figurative thinking, as its higher level, shows heterogeneous results. But when distractions or foreign objects appear, the level of task completion drops sharply. Verbal-logical thinking is the highest level of the thought process. The difficulties experienced by children are primarily due to the fact that at the beginning schooling they do not yet fully master those intellectual operations that are a necessary component of mental activity. We are talking about analysis, synthesis, comparison, generalization and abstraction (distraction). Most frequent mistakes children with mental retardation are the substitution of comparison of one object with all others by pairwise comparison (which does not provide a genuine basis for generalization) or generalization based on unimportant characteristics. The mistakes that normally developing children make when performing such tasks are only due to insufficiently clear differentiation of concepts. The fact that after receiving help, children are able to perform various tasks proposed to them at a level close to the norm allows us to speak about their qualitative difference from the mentally retarded. Children with mental retardation have much greater potential in terms of their ability to master the educational material offered to them.
Thus, based on the above, we can make next output. One of psychological characteristics children with mental retardation is that they have a delay in the development of all forms of thinking. This lag is revealed to the greatest extent when solving problems that involve the use of verbal and logical thinking. The development of visual-effective thinking is the least likely to lag among them. Children with mental retardation, studying in special schools or special classes, by the fourth grade begin to solve problems of a visual and effective nature at the level of their normally developing peers. As for tasks related to the use of verbal-logical thinking, they are solved by the children of the group under consideration at a much lower level. Such a significant lag in the development of thought processes convincingly indicates the need to carry out special pedagogical work with the aim of forming intellectual operations in children, developing mental skills and stimulating intellectual activity.
Conclusion
Delayed mental development manifests itself in a slow rate of maturation of the emotional-volitional sphere, as well as in intellectual failure. The latter is manifested in the fact that the child’s intellectual abilities do not correspond to his age. A significant lag and originality is found in mental activity. All children with mental retardation have memory deficiencies, and this applies to all types of memorization: involuntary and voluntary, short-term and long-term. The lag in mental activity and memory characteristics are most clearly manifested in the process of solving problems associated with such components of mental activity as analysis, synthesis, generalization and abstraction. Considering all of the above, these children need a special approach.
Training requirements that take into account the characteristics of children with mental retardation:
1. Compliance with certain hygienic requirements when organizing classes, that is, classes are held in a well-ventilated room, attention is paid to the level of illumination and the placement of children in classes.
2. Careful selection of visual material for classes and its placement in such a way that excess material does not distract the child’s attention.
3. Monitoring the organization of children’s activities in the classroom: it is important to consider the possibility of changing one type of activity to another in the classroom, and to include physical education minutes in the lesson plan.
4. The defectologist must monitor the reaction and behavior of each child
and take a personal approach.
List of used literature
Development ideas about emotions children junior school age With delay mental development through play therapy
Thesis >> Psychology1.2 Peculiarities development ideas about emotions children junior school age With delay mental development 1.3 Play therapy as a tool development ideas about emotions children junior school age With delay mental development ...
Peculiarities cognitive activity children With delay mental development
Coursework >> PsychologyActivities in preschool and school age, favorable psychological climate in family. 1.4 Peculiarities personalities children With delay mental development U children With delay mental development reduced need for communication...
Peculiarities emotional sphere children With delay mental development
Task >> PsychologyU children senior preschool age With delay mental development 14 Conclusions 21 Chapter 2. Empirical study features emotional development at children With delay mental development 23 ...
Children with mental retardation / Ed. T.A. Vlasova, V.I. Lubovsky, N.A. Tsypina. - M., 1984.
Dmitrieva E. E. On the peculiarities of communication with adults of six-year-old children with mental retardation // Defectology. - 1988. - No. 1.
Taken S. Zh. Psychological and pedagogical diagnostics mental development children. - M., 1993.
Compensatory training in Russia: Current regulatory documents and educational materials. - M., 1997.
Kulagina I. Yu., Puskaeva T.D. Cognitive Activity and its determinants in mental retardation // Defectology. - 1989. - No. 1.
Kuchma V. R., Platonova L. G. Attention deficit with hyperactivity in Russian children. - M., 1997.
Lebedinsky V.V. Mental development disorders in children. M., 1984
Lubovsky V.I. General and special patterns of development of the psyche of abnormal children // Defectology. - 1971. - No. 6.
Basics special psychology: Textbook. aid for students avg. ped. textbook institutions / L. V. Kuznetsova, L. I. Peresleni, L. I. Solntseva, etc.; Ed. L. V. Kuznetsova. - M.: Publishing Center "Academy", 2002.
Pevzner M.S. and others. Mental development of children with mental disabilities, first-graders with mental retardation // Defectology, No. 4, 1980.
Strekalova T.A. Features of visual thinking in preschool children with mental retardation // Defectology, No. 1, 1987.
Strekalova T.A. Features of logical thinking in preschool children with mental retardation // Defectology, No. 4, 1982. Abstract >> Psychology
... thinking children With delay mental development preschool age 6 1.1. Psychological foundations development visually figurative thinking in preschool age 6 1.2. Peculiarities development visually figurative thinking in preschoolers with delay mental ...
As for the development of thinking, studies devoted to this problem show a lag in the development of all types of thinking and especially verbal-logical thinking in children with mental retardation. IN AND. Lubovsky (1979) notes a significant discrepancy between the level of intuitive-practical and verbal-logical thinking in these children: completing tasks practically correctly, children often cannot justify their actions. Research by G.B. Shaumarova (1980) showed more high level development of visual-effective and visual-figurative thinking in children with mental retardation in comparison with verbal-logical thinking.
The research of I.N. is of great importance for us. Brokane (1981), conducted on six-year-old children with mental retardation. The author notes that in six-year-old children with developmental delays, thinking operations are more developed at the sensory, concrete-objective level, rather than at the verbal-abstract level. First of all, these children suffer from the process of generalization. The potential capabilities of children with mental retardation are significantly lower than those of normal peers, but much higher than those of oligophrenic children. When organizing correctional work with preschoolers with mental retardation, I.N. Brokane recommends focusing on organizing children's activities in identifying and grouping objects, replenishing children's sensory experience, forming a system of generalizing words - generic concepts, as well as developing thinking operations.
The basis for the formation of verbal-logical thinking is visual-figurative thinking that is fully developed in accordance with age capabilities. T.V. Egorova (1971,1975,1979) found that children with mental retardation are later than children with normal development, master the ability to think in images without relying on objective action. The author identified two stages in the development of visual-figurative thinking in these children. Stage I - creation of a base, which is ensured by the formation of the ability to solve various problems in practical terms with the help of objective action; Stage P - the development of visual-figurative thinking itself, the formation of all mental operations. Children solve problems not only in an objectively active way, but also without relying on mental action.
T.V. Egorova also described a number of other features of the thinking of children with mental retardation. Among them are the inferiority of the processes of analysis, generalization, and abstraction; lack of flexibility of thinking. IN AND. Lubovsky (1979), characterizing the development of mental operations in children with mental retardation, noted that they analyze unplannedly, omit many details, and identify few signs. When generalizing, they compare objects in pairs (instead of comparing one object with all the others), and make a generalization based on unimportant characteristics. By the beginning of school, their mental operations have not been formed or are not sufficiently formed: analysis, synthesis, comparison, generalization. S.A. Domishkevich (1977) also said that children with mental retardation have poorly developed mental operations accessible to age. As a result of the study, I.N. came to the same conclusion. Brokane (1981).
Studies have shown that children with mental retardation have great difficulty in isolating any common features in a group of objects, in abstracting essential features from unimportant ones, in switching from one classification feature to another, that children have poor command of generalizing terms (Z.M. Dunaeva, 1980; T.V. Egorova, 1971, 1973; A.Ya. Ivanova , 1976, 1977; A.N. Tsymbalyuk, 1974). Similar facts and dependencies characterizing mental activity are described by researchers in relation to “children with learning disabilities” (A.H. HaydЈn, R.K. Smi-tti, C.S. Hippel, S.A. Baer, 1978).
S.G. Shevchenko (1975, 1976) studied the acquisition of elementary concepts by children with mental retardation and found that these children are characterized by an unlawful expansion of the scope of specific and generic concepts and their insufficient differentiation. Children with mental retardation have difficulty mastering generalizing words; They are characterized by the inability to examine an object in a planned manner, to identify parts in it and name them, to determine their shape, color, size, and the spatial relationship of the parts. The main direction of correctional work of S.G. Shevchenko believes that the activation of children’s mental activity is in the process of clarifying, expanding and systematizing their knowledge about the environment.
The inferential thinking of children with mental retardation has not yet been studied. Only T.V. Egorova (1975) and G.B. Shaumarov (1980) noted the difficulties that arise in junior schoolchildren with ZIP when establishing relationships by analogy between concepts, as well as between visual features (T.V. Egorova, V.A. Lonina, T.V. Rozanova, 1975).
Many scientists studying children with mental retardation talk about the heterogeneity of this group of children and, along with the typical characteristics of children with mental retardation, highlight the individual characteristics of each child. Most often, researchers divide children into three subgroups. A.N. Tsymbalyuk (1974) makes this division depending on the level of cognitive activity and productivity of children. G.B. Shaumarov (1980) bases the grouping on the success of children in performing various tasks and identifies: 1) a group of children with mental retardation, whose results are within the normal range; 2) a group of students whose total score is in the intermediate zone (typical delay); 3) students whose indicators are in the zone mental retardation(deep delay). According to the author, children with typical mental retardation should form the main population of special schools for children with mental retardation. Z.M. Dunaeva (1980) divides children into three groups according to their behavioral characteristics and the nature of their activities. V.A. Permyakova (1975) distinguishes 5 groups of children. She bases the division on two parameters: 1) level intellectual development(stock of knowledge, observation, speed and flexibility of thinking, development of speech and memory); 2) level of general performance (endurance, development of voluntary processes, rational methods of activity).
Conclusion. One of the psychological characteristics of children with mental retardation is that they have a delay in the development of all forms of thinking. This lag is revealed to the greatest extent when solving problems that involve the use of verbal and logical thinking. The development of visual-effective thinking is the least likely to lag among them.
Marina Kukushkina
Formation of logical thinking in children with mental retardation through educational games
1. Problematic
Education (ZPR) extremely difficult due to the mixed, complicated nature of their defect, in which developmental delay higher cortical functions often combined with emotional-volitional disorders, activity disorders, motor and speech insufficiency.
Study problems children with mental retardation were raised in the works of T. A. Vlasova, K. S. Lebedinskaya, V. I. Lubovsky, M. S. Pevzner, G. E. Sukhareva and others. One of the main disorders of cognitive development in children with mental retardation is a thinking disorder. This category children are impaired in all types of thinking, especially verbal logical. Lag in development of thinking- one of the main features that distinguishes children with mental retardation from normally developing peers. According to L.N. Blinova, the lag in development mental activity is manifested in all components of the structure thinking, A exactly:
In short supply motivational component, manifested in extremely low cognitive activity;
In the irrationality of the regulatory-goal component, due to the lack of the need to set a goal, plan actions through empirical tests;
In the long term lack of formation operational component, i.e. mental operations of analysis, synthesis, abstraction, generalization, comparison;
In violation of the dynamic aspects of thought processes.
It should be noted that the majority of preschool children with mental retardation, first of all, lack the readiness for the intellectual effort necessary to successfully solve the intellectual task assigned to them. Majority children They perform all the tasks correctly and well, but some of them need stimulating help, while others just need to repeat the task and let them focus. Among children preschool age there are those who complete the task without much difficulty, but in most cases children need repetition tasks and providing various types of assistance. There are children who, having used all the attempts and help, still cannot cope with the tasks. Note that when distractions or foreign objects appear, the level of task completion decreases sharply.
Thus, based on the provisions stated above, we can conclude that one of psychological characteristics of children with mental retardation is that that they have a lag in development of all forms of thinking. This lag is revealed to the greatest extent when solving problems that involve the use of verbal logical thinking. Such a significant lag in development of verbal-logical convincingly speaks of the need to carry out corrective developmental work with the aim of developing in children intelligent operations, development mental skills and stimulation logical thinking.
2. Stages of work.
Based on the foregoing, the following stages were outlined work:
1. Study the scientific literature characterizing mental characteristics of the development of children with mental retardation.
2. Prepare developing environment taking into account age characteristics children with mental retardation.
3. Specifically identify the types of games, through in which the teacher’s purposeful work will be carried out (games that activate the child’s cognitive activity, contribute to his mastering certain logical operations).
4. Make a plan - a scheme for using games in joint and independent activities.
5. During the entire time period, observe the features formation of logical thinking skills(visual - figurative) for each individual child.
3. Goals and objectives of training and education.
Target: creating conditions for;
Tasks:
1. Form in children following operations : analysis - synthesis; comparison; using the negation particle "Not"; classification; orderliness of actions; orientation in space;
2. Develop children's skills: reason, prove, think logically;
3. Support children cognitive interest;
4. Develop in children: communication skills; desire to overcome difficulties; self confidence; creative imagination; desire to come to the aid of peers in a timely manner.
4. Operating system
4.1. Classification of games.
- developing(i.e. having several levels of complexity, diverse in application):
Dienesh blocks, Cuisenaire sticks, Nikitin graphs, mathematical tablet; allowance "Intoshka".
Games on development spatial imagination:
Games with various constructors.
Dienesha blocks
In the process of various actions with logical blocks(splitting, laying out according to certain rules, rebuilding, etc.) children master various thinking skills, important both in terms of pre-mathematical preparation and from the point of view of general intellectual development. In specially designed games and exercises with blocks, children develop basic skills of algorithmic culture thinking, the ability to perform actions in the mind.
Cuisenaire sticks
Working with sticks allows you to translate practical, external actions into an internal plan. Sticks can be used to perform diagnostic tasks. Operations: comparison, analysis, synthesis, generalization, classification and seriation act not only as cognitive processes, operations, mental actions.
Nikitin's games
Nikitin's games contribute formation and development of perception, spatial thinking, observation, development of tactile sensations, visual control of the child over the execution of his actions.
Math tablet
Develops the ability to navigate on a plane and solve problems in a coordinate system, work according to a diagram, see the connection between objects and phenomena of the surrounding world and its abstract images, contributes to development fine motor skills and coordination of hand movements, develops sensory abilities, ingenuity, imagination, develops inductive and deductive thinking.
Benefit "Intoshka"
While working with this manual are developing all cognitive processes child: visual, tactile. Kinesthetic perception and memory, involuntary and voluntary attention. Thought processes, speech, is being formed friendly eye and hand movements.
5. Organization of work in the classroom
In math class development Dienesh Blocks, Cuisenaire sticks, Nikitin cubes, mathematical tablet, manual are included "Intoshka" games with building materials.
6. Organization of joint and independent activities
Planning your pedagogical activity for a week, the following plan has been developed - a scheme for organizing gaming joint and independent activities (it can be adjusted by the teacher throughout the school year).
Joint activity Independent activity
Monday - Benefit "Intoshka"-Games on development of fine motor skills
Dienesha blocks
Tuesday - Dienesh Blocks - Nikitin Games
environment -Math tablet -Manual "Intoshka"
Thursday - Cubes "Fold the pattern"
Nikitin's games
Cuisenaire sticks;
Math tablet;
Friday - Cuisenaire Rods
Benefit "Intoshka"
Games with building materials
Here we have provided the following points:
· Transfer of one type of activity (games) from joint - to independent;
· Weekly introduction of new things into gaming activities developmental material;
Joint activities are carried out frontally, but more often in groups (3 – 5 people) and in pairs.
The competitive nature of the games is used.
Thus, the knowledge acquired by the child in class is consolidated in joint activities, after which they move on to independent activities and, after that, to everyday activities.
It should be noted that elements of mental activity can be develop in all types of activities.
4. Working with children. Differentiated approach.
Development of children's logical thinking– the process is long and very labor-intensive; first of all for ourselves children - level of thinking each one is very specific.
Children are divided into three groups: strong-medium-weak.
This division helps to navigate the selection of entertaining material and tasks, and prevents possible overloads. "weak" children, loss of interest (due to lack of complications)– y "strong".
Analyzing the survey results, we can conclude that preschoolers have increased cognitive interest in intellectual games. U children the level has increased significantly development analytical-synthetic sphere ( logical thinking , analysis and generalization, highlighting essential features and patterns). Children are able to compose figures and silhouettes according to a model and their own design; operate with the properties of objects, encode and decode information about them; decide logic problems , puzzles; have an idea of the algorithm; establish mathematical connections. System of use used developing games and exercises provided positive influence per level development mental abilities children. Children complete tasks with great desire, since play is of primary importance. assignment form. They are captivated by the plot elements included in the tasks and the opportunity to perform playful actions with the material.
Thus, the system used developing games and exercises promote formation of logic of thought, ingenuity, and ingenuity, spatial concepts, development interest in solving cognitive, creative problems, and in various intellectual activities.
Project technological map
Project name
Formation of logical thinking in children with mental retardation through educational games
Project type
Informative
Age children
Duration project activities Annual
Goal: Creating conditions for formation of logical thinking in children with mental retardation through educational games and exercises
Objectives 1. Create pedagogical conditions, a system of work on development of logical thinking in children with mental retardation through the use of educational games and exercises;
2. Ensure positive dynamics development of logical thinking;
3. Shape parental competence (legal representatives) in matters of intellectual development of preschool children.
Resources 1. Children, teachers, parents;
2. Dienesh blocks, albums for games with logical blocks;
3. Cuisenaire sticks, albums “China Shop, "House with a Bell", "Magic Paths", "Land of Blocks and Sticks";
4. Nikitin's games, "Fold the pattern", assignment album "Miracle cubes";
5. Math tablets;
6. Benefit "Intoshka";
7. Construction set (Lego, magnetic "Magformers", constructor "Giant Polyndron", "Huge Gears", "Home construction", "Transport", "Fishing", "Lacing", soft modules.)
Stages The initial stage involved identifying the problem, selecting diagnostic material and identifying the level development of logical thinking in children with mental retardation.
On formative stage was carried out:
1. Selection and modeling forms of working with children;
2. Transformation of subject-spatial development environment;
The final stage: summing up, public presentation of the results of joint activities.
The novelty of the experience consists in creating a system for using modern educational games, aimed at development of logical thinking cognitive interests children with mental retardation.
Description of experience For formation of logical thinking It is best to use in preschoolers "child's element"- game (F. Ferbel). Let the children think that they are only playing. But unbeknownst to themselves, during the game, preschoolers calculate, compare objects, engage in construction, solve logical tasks, etc.. d. It is interesting to them because they love to play. The role of the teacher in this process is to support the interests children.
Dienesh logic blocks.
Objectives of use logical Dienesh blocks in work with children:
. Develop idea of a set, operations on a set; Shape ideas about mathematical concepts;
Develop the ability to identify properties in objects, name them, and adequately indicate their absence;
Summarize objects by their properties, explain the similarities and differences of objects, justify your reasoning;
Introduce shape, color, size, thickness of objects;
Develop spatial representations;
Develop knowledge, abilities, skills necessary for independent decision educational and practical tasks;
Foster independence, initiative, perseverance in achieving goals and overcoming difficulties;
Develop cognitive processes, mental operations;
Develop
Cuisenaire sticks.
The tasks of using Cuisenaire rods in working with children:
Introduce the concept of color (distinguish color, classify by color);
Introduce the concepts of size, length, height, width (practice comparing objects by height, length, width);
Introduce children with a sequence of natural numbers;
Master forward and backward counting;
Introduce the composition of numbers (from ones and two smaller numbers);
Understand the relationships between numbers (more - less, more - less by., use comparison signs<, >;
Help master the arithmetic operations of addition, subtraction, multiplication and division;
Learn to divide a whole into parts and measure objects;
Develop Creative skills, imagination, fantasy, modeling and design abilities;
Introduce the properties of geometric shapes;
Develop spatial representations (left, right, above, below, etc.);
Develop logical thinking, attention, memory;
Foster independence, initiative, and perseverance in achieving goals.
Nikitin's games.
children:
Development the child has cognitive interest and research activities;
Development of observation skills, imagination, memory, attention, thinking and creativity;
Harmonious child development emotional-figurative and logical beginning;
Formation basic ideas about the surrounding world, mathematical concepts, sound-letter phenomena;
Development of fine motor skills.
Math tablet.
Tasks of using games in working with children:
Development fine motor skills and the ability to work according to a model;
Strengthen the child’s desire to learn something new, experiment and work independently;
Help your child learn positive ways of behaving in different situations;
Contribute development cognitive functions(attention, logical thinking, auditory memory, imagination);
Benefit "Intoshka".
Included in the educational kit development"Intoshka" includes five themed sets with gaming tools (in boxes):
1. "Plane orientation and hand-eye coordination";
2. "Basic geometric figures and their transformation";
3. "Classification by color, size and form» ;
4. “Similarities and differences of spatial objects”;
5. "Elementary mathematical concepts".
Tasks of using games in working with children:
Development of fine motor skills;
Development friendly movements of the eyes and hands;
Development interhemispheric connections;
Development of attention, memory;
Development of logical thinking(analysis, synthesis, classification, spatial and creativity thinking;
Speech development(phonemic analysis, dividing words into syllables, development grammatical structure of speech, automation of sounds).
Games with building materials.
These games develop spatial imagination, teach children analyze the sample building, then act on it a little later the simplest scheme (drawing). IN creative process turn on brain teaser operations - comparison, synthesis (object recreation).
Expected results During use developing games and exercises to promote formation of logical thinking in children with mental retardation.
Literature
1. Wenger, L. A. Games and exercises in development mental abilities children preschool age / L. A. Venger, O. M. Dyachenko. – M.: Education, 1989.
2. Komarova, L. D. How to work with Cuisenaire rods? Games and exercises for teaching mathematics children 5-7 years old / L. D. Komarova. – M, 2008.
3. Methodological tips for use didactic games with Dienesha blocks and logical figures. – St. Petersburg.
4. Misuna, N. S. Developing logical thinking / N. S. Misuna // Preschool education, 2005.
5. Finkelstein, B. B. Methodological advice on using a set of games and exercises with colored Cuisenaire sticks / B. B. Finkelstein. 2003.
Features of thinking in children with mental retardation
The work was carried out by Anna Danilkina, a second-year student of group B-SDO-21.
ZPR is a violation of the normal pace of mental development, when individual mental functions(memory, attention, thinking, perception, etc.) lag in their development from the accepted psychological norms for a given age.
Types of ZPR:
- constitutional;
- psychogenic;
- cerebral-organic;
- somatogenic.
The features in thinking for each type of mental retardation are the same.
Thinking- process cognitive activity a person, characterized by a generalized and indirect reflection of reality. Developmental delay in thinking- one of the main features that distinguish children with mental retardation from their normally developing peers. The lag in the development of mental activity in children with mental retardation is manifested in all components of the structure of thinking.
Delayed mental activity in children with mental retardation manifests itself:
- in a deficiency of the motivational component, manifested in extremely low cognitive activity, avoiding intellectual stress up to the point of abandoning the task;
- in the irrationality of the regulatory-target component, due to the lack of the need to set a goal, plan actions using the method of empirical tests;
- in prolonged unformation of mental operations: analysis, synthesis, abstraction, generalization, comparison;
- in violation of the dynamic aspects of thought processes.
In children with mental retardation, three main types of thinking closely interact:
- Subject-effective (visually-effective), the instrument of which is the object. The child in practice solves primitive problems - twirls, pulls, opens, presses, shifts, pours. Here he practically identifies cause and effect, a kind of trial and error method.
- Visual-figurative (sometimes called simply figurative thinking) operates with images of the real world. At this stage, the child does not have to perform actions with his hands; he is already able to figuratively (visually) imagine what will happen if he performs some action.
- Verbal - logical (conceptual), in which we use a word (concept). Most difficult process thinking for children. Here the child operates not with specific images, but with complex abstract concepts expressed in words.
Visual and effective thinking is actively formed in the early school age in the process of a child mastering play activities, which must be organized in a certain way and proceed under the control and with the special participation of an adult. In children with mental retardation, there is underdevelopment of visual-effective thinking, and is manifested in the underdevelopment of object-practical manipulation.
Children with mental retardation, unlike their normally developing peers, do not know how to navigate the conditions of a problematic practical task; they do not analyze these conditions. Therefore, when trying to achieve a goal, they do not discard erroneous options, but repeat the same unproductive actions. In fact, they do not have genuine samples.
In addition, normally developing children have a constant need to help themselves comprehend the situation by analyzing their actions in external speech. This gives them the opportunity to become aware of their actions, in which speech begins to perform organizing and regulatory functions, i.e. allows the child to plan his actions. In children with mental retardation, such a need almost never arises. Therefore, they are dominated by an insufficient connection between practical actions and their verbal designation; there is a clear gap between action and word. Consequently, their actions are not sufficiently conscious, the experience of action is not recorded in words and therefore not generalized, and images and ideas are formed slowly and fragmentarily.
Depending on the characteristics of the development of thinking, we can conditionally distinguish the main groups of children with mental retardation:
- Children with normal level development of mental operations, but reduced cognitive activity. This is most common in children with ZPR psychogenic origin.
- Children with uneven manifestation of cognitive activity and productivity in completing tasks. (Simple mental infantilism, somatogenic form of mental retardation, light form with mental retardation of cerebral-organic origin).
- Combination low level productivity and lack of cognitive activity. (Complicated mental infantilism, severe mental retardation of cerebral-organic origin).
Literature:
Blinova L.N. Diagnosis and correction in the education of children with mental retardation. - M.: Publishing house NTs ENAS, 2011.
Traditionally distinguished three levels of thinking development: visual-effective, visual-figurative and verbal-logical.
Visual-effective thinking characterized by an inextricable connection between thought processes and practical actions. It is actively formed in the early preschool age in the process of a child mastering play activities, which must be organized in a certain way and proceed under the control and with the special participation of an adult.
Children with mental retardation, especially in preschool age, have underdevelopment of visual and effective thinking. This is manifested in the underdevelopment of objective and practical manipulations. By the end of preschool age, their visual and effective thinking is actively developing.
Psychocorrectional work on the formation visually effective thinking should be carried out in stages.
At the first stage, it is necessary to formulate the child’s subject-related practical activity with the help of special didactic aids. At the second stage, the child develops instrumental activity (actions with auxiliary objects), in the process of special didactic games and construction.
Visual-figurative thinking characterized by the fact that the solution of mental problems occurs as a result of internal actions with images (ideas). Visual-figurative thinking is actively formed in preschool age; its formation is a necessary condition for a child to master productive types of activities (drawing, designing).
The development of visual-figurative thinking is facilitated by the following types of tasks: drawing, going through labyrinths, designing not only according to a visual model, but also according to verbal instructions, according to the child’s own plan, when he must first come up with an object to design, and then independently implement it.
Of particular interest is the method of teaching children model design, developed by A.R. Luria and his students (1948) and successfully used by us in psychocorrectional work with children with cerebral palsy and mental retardation of cerebral-organic origin. The essence of this method is that model samples are presented to the child sealed with thick white paper and before starting to build, the child must systematically examine the sample yourself, select the appropriate parts for it, i.e. The model model offers the child a specific task, but does not provide a way to solve it.
A.R. Luria conducted the following experiment: he divided twin children into two groups. One group learned to design from visual examples, and their brothers and sisters – designing from sample models. After several months of design training, psychologists examined the children and studied the peculiarities of their perception, thinking, and drawing. The results of the survey showed that children learning to design using models showed higher dynamics in mental development than their brothers and sisters who were learning to design in the traditional way.
In addition to model design, it is advisable to use the design method according to conditions, proposed by N.N. Podyakov. The child is asked to make an object from ready-made parts that can be used in certain, predetermined conditions, i.e. in this case, the child does not have a model in front of him, but he is given conditions based on which he must determine what the building should be like and then construct it. An important thing with this method of teaching design is that children’s thought processes become indirect in nature than when designing according to a model. For example, having received the task of building a “garage” from ready-made blocks that could accommodate a “truck,” the child begins to preliminary analyze the size of the car, distracting from all its other properties. This requires a fairly high level of abstraction, which makes it possible for children to develop specific ways of correlating certain properties of conditions with the corresponding properties of the building. Designing according to models and conditions successfully shapes children's orientation activities and promotes the development of self-control of their actions in the process of performing constructive tasks and when analyzing their results.
To develop visual-figurative thinking, it is recommended to use different kinds tasks with sticks or with matches (lay out a figure from a certain number of matches, move one of them in order to get another image: connect several points with one line without lifting your hand). Exercises with matches contribute to the development of spatial thinking.
Logical thinking presupposes that the child has the ability to perform basic logical operations: generalization, analysis, comparison, classification.
To develop logical thinking, you can use the following exercises:
- “The fourth wheel.” The task involves the exclusion of one item that does not have some characteristic that is common to the other three.
– Inventing the missing parts of the story when one of them is missing (the beginning of the event, the middle or the end). Writing stories is extremely important and for the development of speech, enrichment of vocabulary, stimulates imagination and fantasy. Psychocorrection classes are recommended to be carried out both individually and in a group, depending on the tasks. For example, the game “Make a sentence”.
Children are asked to come up with three words that are not related in meaning, for example, “lake”, “pencil” and “bear”. You need to make as many sentences as possible that would definitely include these three words (you can change the case and use other words
Game "Elimination of the Superfluous" Take any three words, for example, “dog”, “tomato”, “sun”. It is necessary to leave only those words that denote similar objects in some way, and exclude one word, “superfluous”, which does not have this common feature.
Game "Search for analogues" An object or phenomenon is called, for example, “helicopter”. It is necessary to write down as many of its analogues as possible, that is, other objects similar to it in various essential characteristics. This game teaches you to identify a wide variety of properties in an object and operate separately with each of them, and develops the ability to classify phenomena according to their characteristics.
Game “Methods of using objects” A well-known object is called, for example, “book”. We need to name as many different ways of using it as possible: a book can be used as a stand for a film projector. This game develops the ability to concentrate thinking on one subject, the ability to introduce it into the most different situations and relationships, to discover unexpected possibilities in an ordinary object.
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