scholarly journals The development of potential of students with a creative approach to education

2021 ◽  
Vol 273 ◽  
pp. 12037
Author(s):  
Natalia Shutova ◽  
Olga Suvorova ◽  
Svetlana Sorokoumova ◽  
Natalia Ivanova
Keyword(s):  
Motor Impairment ◽  
Development Program ◽  
Mentally Retarded ◽  
Psychomotor Development ◽  
Program Music ◽  
Spatial Coordination ◽  
Control Stage ◽  
Mentally Retarded Children ◽  
High Level ◽  
The Impact

The article presents a fragment of a research project devoted to studying the impact of the musical influence system on the mental development of mentally retarded children. The author’s approach to the criterion-oriented assessment of the levels of preschoolers’ psychomotor development is applied. Three estimated levels of children’s psychomotor development are used to assess both the actual features of this development and potential opportunities. The ascertaining experiment made it possible to reveal a significant motor impairment in mentally retarded children of theageof 6–7: difficulties in performing movements in accordance with the instructions; disorders of motor and spatial coordination; decreased motor memory; distortions of tempo, rhythm, and amplitude of movements (63.6%). The development program “Music and Dance of My Body” made it possible to actualize the children’s psychomotor potential through musical-motor improvisation. The program was aimed at developing a sense of rhythm, motor skills, forming correct posture, children’s expressive movements and facial expressions, spatial coordination. The program allowed increasing the percentage of children with an average level of psychomotor development from 33.9% to 57.0%. According to the results of the control stage, the dynamics of development were statistically significant at a high level of reliability (p = 0.001).

scholarly journals Psychomotor Development of Preschool Children By Means of Musical Improvisation

2018 ◽  
Author(s):  
N Shutova ◽  
O Suvorova
Keyword(s):  
Preschool Children ◽  
Motor Skills ◽  
Motor Coordination ◽  
Development Program ◽  
Psychomotor Development ◽  
Number Of Children ◽  
Control Stage ◽  
Musical Improvisation ◽  
High Level ◽  
The Impact

This article is a fragment of a research project devoted to the study of the impact of the systematical musical influence on the integrated mental development of children. In this paper, we present an unique approach to the use of a criteria-oriented system for assessing the levels of psychomotor development of preschool children. Three estimated levels (from high to low) of child’s psychomotor development have been singled out. The range of characteristics of each level reflects the varying formation degree of the main indicators of the child’s psychomotor development and allows to establish both actual features of this development and to predict potential opportunities. The analysis of the results of the ascertaining experiment revealed some motor failures in a significant number of children aged 6-7 years. The failures manifested themselves in: difficulties of performing movements in accordance with instructions; violation of motor coordination, motor memory, inability to perform movements in accordance with spatial, temporal and dynamic characteristics, in thedistortion of tempo, rhythm and amplitude of movements (32.15%). The development program ”Music of My Body” presented in the article is aimed at overcoming the psychomotor underdevelopment of children and bringing them to the level of optimally realized age opportunities by means of musical improvisation plastics.As a result of the program, the following tasks are solved: developing a sense of rhythm and motor skills, the formation of correct posture and expressiveness of the movements, and facial expressions of children. The results of the program revealed positive changes in the psychomotor development of children. As a result of the program, the number of preschool children who demonstrated the first level in the development of motor skills almost doubled (from 13.82% to 38.09% at the control stage). The number of children with a low level of psychomotor development decreased (from 32.15% to 13.09% at the control stage). The dynamics of development based on the results of the control phase was statistically significant at a high level of reliability (p <0.001). Keywords: psychomotor development, emotional and physical comprehension of music, ”sounding gestures”, improvisation, mimic intonation of music.

Programming Language for Severely Retarded Children

1978 ◽  
Vol 9 (4) ◽  
pp. 213-219
Author(s):  
Carol McCall Davis
Keyword(s):  
Programming Language ◽  
Mentally Retarded ◽  
Mentally Retarded Children

This article describes methods of language programming for profoundly mentally retarded children that are based on linguistic principles. Examples of program contents are drawn from research reports and include cuing procedures, as well as progress from receptive through imitative behaviors, labeling responses, and grammatical sequencing.

Trainable Children Can Learn Adjectives, Polars, and Prepositions!

1977 ◽  
Vol 8 (3) ◽  
pp. 181-187 ◽  
Author(s):  
Marlys Mitchell ◽  
Carolyn Evans ◽  
John Bernard
Keyword(s):  
Mentally Retarded ◽  
Chronological Age ◽  
Age Group ◽  
Achievement Gains ◽  
Active Involvement ◽  
Mentally Retarded Children ◽  
Locative Prepositions ◽  
Major Factors ◽  
Trainable Mentally Retarded

Twelve trainable mentally retarded children were given six weeks of instruction in the use of adjectives, polars, and locative prepositions. Specially prepared Language Master cards constituted the program. Posttests indicated that children in the older chronological age group earned significantly higher scores than those in the younger group. Children in the younger group made significant increases in scores, particularly in learning prepositions. A multisensory approach and active involvement in learning appeared to be major factors in achievement gains.

Sentence Structures of Trainable and Educable Mentally Retarded Subjects

1978 ◽  
Vol 21 (4) ◽  
pp. 722-731 ◽  
Author(s):  
Lynn S. Bliss ◽  
Doris V. Allen ◽  
Georgia Walker
Keyword(s):  
Mentally Retarded ◽  
Linguistic Processing ◽  
Completion Task ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Story Completion ◽  
Grammatical Structures ◽  
Trainable Mentally Retarded

Educable and trainable mentally retarded children were administered a story completion task that elicits 14 grammatical structures. There were more correct responses from educable than from trainable mentally retarded children. Both groups found imperatives easiest, and future, embedded, and double-adjectival structures most difficult. The children classed as educable produced more correct responses than those termed trainable for declarative, question, and single-adjectival structures. The cognitive and linguistic processing of both groups is discussed as are the implications for language remediation.

Bioelectronic Measurement of Nasality in Trainable Mentally Retarded Children

1977 ◽  
Vol 42 (3) ◽  
pp. 436-439 ◽  
Author(s):  
David A. Daly
Keyword(s):  
Mentally Retarded ◽  
High Prevalence ◽  
Mentally Retarded Children ◽  
Trainable Mentally Retarded

Fifty trainable mentally retarded children were evaluated with TONAR II, a bioelectronic instrument for detecting and quantitatively measuring voice parameters. Results indicated that one-half of the children tested were hypernasal. The strikingly high prevalence of excessive nasality was contrasted with results obtained from 64 nonretarded children and 50 educable retarded children tested with the same instrument. The study demonstrated the need of retarded persons for improved voice and resonance.

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