Features of the dialogic speech development of senior preschoolers with mental retardation

2020 ◽  
pp. 140-146
Author(s):  
Elena A. Dyboshina ◽  
Lyudmila G. Shadrinа
Keyword(s):  
Mental Retardation ◽  
General Education ◽  
Children With Disabilities ◽  
Effective Communication ◽  
Speech Development ◽  
Preschool Age ◽  
Urgent Problem ◽  
Education Group ◽  
Different Types ◽  
Language Norms

The analysis of contemporary pedagogical studies, the practice of special pedagogy and psychology shows that the dialogic speech development of preschoolers with mental retardation continues to be an urgent problem in the field of education and upbringing of children with disabilities. We analyze the views of various researchers on the significance of the dialogic speech development of preschoolers. It is noted that despite the apparent simplicity of the dialogue, greater independence from language norms, participation in effective communication presents significant difficulties for children of this category. We also present an analysis of the results of our own diagnostic examination of dialogic speech of senior preschoolers with mental retardation. We reveal the features of performing three tasks by children of senior preschool age in the general education group and a group of children with mental retardation. Tasks revealed the ability of children to answer questions of different types, implement the plot using the characters’ dialogue, and request information. It turned out that children with mental retardation are characterized by a long “inclusion” in the task, poor vocabulary, use of simple phrases, and inability to update their speech and thought capabilities. At the same time, the obtained data allow us to outline a perspective in the development of dialogue of children.

scholarly journals Dialogical speech development among senior preschool children in the process of productive activities using workshop technologies

2020 ◽  
Vol 47 (5) ◽  
pp. 186-198
Author(s):  
Tatiana P. Bashlacheva ◽  
◽  
Svetlana V. Savinova ◽  
Lyudmila N. Vakhrusheva ◽  
◽  
...  
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Educational Institution ◽  
Effective Means ◽  
Speech Development ◽  
Educational Process ◽  
Preschool Age ◽  
Joint Activities ◽  
Education Group ◽  
Oral Speech

The development of coherent dialogical speech is most effectively carried out in preschool age, since this period is favorable for the development of the ability to master oral speech. However, this problem is not always given due attention within the framework of the educational process of preschool institutions, the work is carried out mainly in special classes on speech development. Besides, in various types of organized educational activities, there are great opportunities for teaching dialogue to children, one of which may be a workshop. The empirical part of the work was carried out on a sample of 50 children from the pre-primary education group, at the age of 6-7 years attending the preschool educational institution "Kindergarten No. 26" in the city of Kirov (Kirov region, Russian Federation). For diagnosing their level of dialogic speech development, the methodology for identifying the level of development of dialogical communication skills by M.M. Alekseeva, V.I. Yashina; diagnostics of dialogical speech development in preschool children by A.V. Chulkova. The statistical analysis was carried out through mathematical statistics – Pearson’s test. On the basis of the data obtained, it was concluded that productive activity is an effective means of developing the dialogical speech of senior preschool children; speech skills and abilities include the ability to make contact; the ability to make a request for information; replication; possession of speech etiquette; communication emotionality; the ability to compose a dialogue. The effectiveness of workshops as a means of developing the dialogical speech of 6-7-year-old children can be ensured by creating the following conditions: providing children with the opportunity to conduct dialogues at all technological stages of the workshop; implementation of various forms of organizing children’s joint activities; providing children with the opportunity to organize exhibitions, presentations and playing around hand-made crafts. In the process of applying the technology, the possibilities of each stage of developing children’s speech skills should be taken into account. According to the results of the experimental group χ2emp=31.922, which exceeds the critical value, therefore, the discrepancies between the distributions are statistically valid. The prospect of the study is to study the development of children’s communication skills during the workshop.

scholarly journals The effect of art classes in social institutions: pupils’ socialization, and prevention of teachers’ professional burnout

2021 ◽  
Author(s):  
О.В. Стукалова ◽  
Е.В. Михайлина ◽  
Е.Б. Береговая
Keyword(s):  
Mental Retardation ◽  
Developmental Disorders ◽  
Children With Disabilities ◽  
Social Institutions ◽  
Practical Experience ◽  
Educational Institutions ◽  
Professional Burnout ◽  
Rehabilitation Center ◽  
Urgent Problem ◽  
Rehabilitation Centre

Статья посвящена актуальной проблеме социализации детей с ограниченными возможностями здоровья – в контексте проекта, который описан в статье, это дети с умственной отсталостью, проживающие в закрытых домах-интернатах, или проходящие обучение в реабилитационном центре. По мнению авторов статьи, способствовать успешной социализации таких детей могут специально организованные для них занятия различными видами искусства. В статье проанализирован педагогический потенциал искусства в вопросах социализации детей, имеющих множественные нарушения развития, в том числе умственную отсталость. Показан дополнительный эффект занятий искусством – профилактика профессионального выгорания педагогов. Материалы статьи отражают практический опыт реализации проекта «Социализация детей, находящихся в трудной жизненной ситуации, средствами искусства» (на примере ДДИ, СРЦ и профессиональных семей Московской и Калужской областей), пилотными площадками которого являются 3 учреждения. The article is devoted to the urgent problem of socialization at children with disabilities – in the context of the project described in the article, these are children with mental retardation living in closed boarding houses, or undergoing training in a rehabilitation center. According to the scientific belief of authors of the article, classes in various types of art specially organized for them can contribute to the successful socialization of such children. The article analyzes the pedagogical potential of art in the issues of children’s socialization with multiple developmental disorders, including mental retardation. An additional effect of art classes is shown – the prevention of professional burnout of the teachers. The materials of the article reflect the practical experience of the implementation of the project "Socialization of children in difficult life situations by means of art" (based on the example of pre-school educational institutions, rehabilitation centre and professional families of the Moscow and Kaluga regions), the experimental bases of which are 3 institutions.

scholarly journals Theoretical aspects of the formation of the game activity of preschool children with mental retardation

2020 ◽  
pp. 125-129
Author(s):  
N. Nesterchuk ◽  
I. Podolyanchuk ◽  
I. Sidoruk ◽  
A. Nikolenko ◽  
N. Nebova
Keyword(s):  
Mental Retardation ◽  
Self Regulation ◽  
Physical Development ◽  
Preschool Age ◽  
Physical Force ◽  
Psychological Mechanisms ◽  
Different Types ◽  
Game Activity ◽  
And Behavior ◽  
Game Forms

The article is sanctified to the theoretical aspects of forming of playing activity of children of preschool age with the delay of psychical development. Certain and reasonable basic displays of delay of psychical development. The looks of scientists are exposed to the value of game for forming of psychical processes, social development of children with this violation. It is well-proven that there is both psychical and development of child in playing activity, develops: physical force, speed and exactness of motions. The features of forming of different types of games are described for the children of preschool age with the delay of psychical development. The basic psychological mechanisms of developing and correction influence of game are considered and systematized. An especially important role belongs in psychical development of child to the game. She forms her capacity for arbitrary activity and behavior, to the symbolic changes, self-regulation, trains memory, develops perception, thinking, fantasy, capacity for a commonunication, will. A game assists to physical development of child, creates his prospect. A game forms the capacity of child for arbitrary activity and behavior, to self-regulation, trains memory, develops perception, thinking, fantasy, capacity for a commonunication. Basic attention is accented on forming of playing experience.

scholarly journals DEVELOPMENT OF COGNITIVE ABILITIES IN CHILDREN WITH MENTAL RETARDATION THROUGH THE TECHNOLOGY OF STEP-BY-STEP FORMATION OF MENTAL ACTIONS IN THE PROCESS OF LEARNING THE ELEMENTS OF RESEARCH ACTIVITIES

2021 ◽  
pp. 197-205
Author(s):  
Татьяна Владимировна Кузнецова
Keyword(s):  
Mental Retardation ◽  
Theoretical Analysis ◽  
General Education ◽  
Cognitive Abilities ◽  
Children With Disabilities ◽  
Educational Practice ◽  
Research Activity ◽  
Research Activities ◽  
Mental Actions ◽  
Different Levels

Рассматривается возможность применения технологии поэтапного формирования умственных действий в процессе обучения детей элементам исследовательской деятельности как средства развития познавательных способностей младших школьников с задержкой психического развития. Материалом исследования послужил теоретический анализ научно-методической литературы по теме исследования: теория поэтапного формирования умственных действий П. Я. Гальперина; положения о развитии познавательных способностей младших школьников как результата развивающего обучения В. В. Давыдова, А. В. Запорожца, Л. В. Занкова, А. Н. Леонтьева; подходы к развитию познавательных способностей детей с задержкой психического развития Н. В. Бабкиной, Л. Н. Блиновой, А. Д. Вильшанской, Г. Н. Пениным, У. В. Ульенковой, Л. М. Шипицыной. Теоретический анализ научно-методической литературы позволил предположить, что технология поэтапного формирования умственных действий может эффективно применяться для обучения младших школьников с ЗПР элементам исследовательской деятельности на разном уровне самостоятельности и сложности и тем самым развивать у обучающихся познавательные способности. The purpose of this article is to consider the possibility of using the technology of step-bystep formation of mental actions in the process of teaching children the elements of research activity, as a means of developing the cognitive abilities of younger schoolchildren with mental retardation. The material of the study was a theoretical analysis of scientific and methodological literature on the topic of research: the theory of step-by-step formation of mental actions by P. Ya. Galperin; the provisions on the development of cognitive abilities of younger schoolchildren as a result of developing training by V. V. Davydov, A. V. Zaporozhets, L. V. Zankov, A. N. Leontiev; approaches to the development of cognitive abilities of children with mental retardation by N. V. Babkina, L. N. Blinova, A. D. Vilshanskaya, G. N. Penin, U. V. Ulenkova, L. M. Shipitsina. The theoretical analysis of the scientific and methodological literature suggests that the technology of step-by-step formation of mental actions can be effectively used to teach younger students with mental retardation the elements of research activity at different levels of independence and complexity, and thereby develop students’ cognitive abilities. The relevance of addressing the topic of the development of cognitive abilities in children with mental retardation (hereinafter referred to as PDA) is due to the fact that this category of children is one of the numerous groups represented in general education organizations that implement inclusive educational practice, since PDA can be observed in most categories of children with disabilities and is secondary in nature.

scholarly journals Possibilities of Logorhythmics in the Development of Preschoolers with Mental Retardation

2019 ◽  
Vol 12 (2) ◽  
pp. 931-938 ◽  
Author(s):  
A.Y. Lakhtin ◽  
S.V. Shmeleva ◽  
A.A. Gulyaev ◽  
A.N. Vakulenko ◽  
N.V. Logachev
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
Developmental Disorders ◽  
Modern Science ◽  
Speech Development ◽  
Preschool Age ◽  
The Difference ◽  
Developmental Characteristics ◽  
Comparison Of The Results ◽  
And Control

Modern science is actively studying developmental disorders in preschool children with mental retardation. Many mechanisms for the formation of mental retardation in preschoolers have been elucidated. It is recognized that the preschool age is most favorable for the successful correction of the development of such children. Considering that the general development is directly related to the level of speech formation and the mental activity, it was decided to evaluate the corrective possibilities of logorhythmics in children with mental retardation. To assess the developmental characteristics of such children, a set of complementary research methods was applied in dynamics. It includes: the “House” method, the method of studying the sound-absorbing side of speech, the method of studying attention “Find the difference”, the method of studying thinking “Understanding pictures with hidden meaning”, the method of researching the level of vocabulary development and general awareness “Show and tell”. The author’s logorithmic correctional program showed its advantages in comparison with the traditional correction in relation to the development of personal, intellectual and speech development in children with mental retardation. This was confirmed during the comparison of the results of correction in the experimental and control groups, which proved that logopedic rhythmics is the preferred means of enhancing development in preschool children with mental retardation.

scholarly journals MODERN LEARNING ENVIRONMENT AS AN ELEMENT OF SOCIAL INTEGRATION OF CHILDREN WITH MENTAL DEVELOPMENT DELAY

2021 ◽  
pp. 130-136
Author(s):  
Наталья Владимировна Шевелёва ◽  
Геннадий Николаевич Попов
Keyword(s):  
Mental Retardation ◽  
General Education ◽  
Social Integration ◽  
Children With Disabilities ◽  
Mental Development ◽  
Social Adaptation ◽  
Healthy Children ◽  
Emotional States ◽  
Special Schools ◽  
Modern Learning

Количественный рост детей с ограниченными возможностями здоровья (ОВЗ) ежегодно прогрессирует. Примерно 15 % от общего состава школьников имеют те или иные ограничения здоровья, в том числе и инвалидность. Это связано как с биологизаторским (генетическая предрасположенность), так и с социологизаторским (педагогическая запущенность) факторами. Дети с ограниченными возможностями здоровья часто тяготеют к изоляции от общества. Этому способствует раздельное от здоровых (нормативных) детей нахождение в специальных школах и заведениях, где они получают не только воспитание, но и образование. Несмотря на то, что в настоящее время ситуация частично изменилась, все чаще родители предпочитают отдавать своих «особенных» детей в общеобразовательные учреждения, дети с ОВЗ по-прежнему слабо включаются в нормальный процесс жизнедеятельности школьного коллектива. Задержка психического развития личности ребенка вызывает нарушения в области коммуникации и познания, а также может привести к деформации их социально-бытовых навыков и эмоционально-волевой сферы. У ребенка с задержкой психического развития (ЗПР) часто наблюдается проявление таких эмоциональных состояний, как чувство страха, обиды, стыда, возникают необоснованные приступы гнева. При этом искажается и самооценка у данной категории детей. Все эти факторы могут способствовать возникновению патологических форм поведения. Тем не менее процесс социальной интеграции (адаптации) детей с ОВЗ, а конкретно с ЗПР, крайне необходим. И самой подходящей социальной средой для этого являются общеобразовательная среда, а также центры социальной адаптации и дополнительного образования. The quantitative growth of children with disabilities progresses every year. Approximately 15 % of the total number of students have certain health limitations, including disabilities. This is due to both biologizing (genetic predisposition) and sociologizing (pedagogical neglect) factors. Children with disabilities often tend to be isolated from society. This is facilitated by being in special schools and institutions separate from healthy children, where they receive not only upbringing, but also education. Despite the fact that at present the situation has partially changed, more and more parents prefer to send their “special” children to general education institutions, children with disabilities are still poorly involved in the normal process of life of the school community. A delay in the mental development of the child’s personality causes disorders in the field of communication and cognition, and can lead to deformation of their social and domestic skills and emotional-volitional sphere. A child with mental retardation often exhibits such emotional states as feelings of fear, resentment, shame, and there are unreasonable bouts of anger. At the same time, the self-esteem of this category of children is also distorted. All these factors can contribute to the emergence of pathological forms of behavior. Nevertheless, the process of social integration (adaptation) of children with disabilities, specifically those with mental retardation is extremely necessary. And the most suitable social environment for this is the general educational environment, as well as centers for social adaptation and additional education.

МЕКТЕП ЖАШЫНА ЧЕЙИНКИ БАЛДАРДЫН ДЕН СООЛУГУН ЧЫҢДООДО ОЮН ТЕХНОЛОГИЯСЫН КОЛДОНУУ

2020 ◽  
pp. 158-160
Author(s):  
Салтанат Кошалиева
Keyword(s):  
Physical Education ◽  
Preschool Education ◽  
Speech Development ◽  
The Body ◽  
Preschool Age ◽  
Theory And Practice ◽  
Main Task ◽  
Physical And Mental Health ◽  
School Students ◽  
Number Of Children

Аннотация: Бул макалада мектеп жашына чейинки балдардын ден соолугун чыңдоодо оюн технологиясын пайдалануунун өзгөчөлүктөрү талкууланат. Метепке чейинки курак баланын дене-бой жана психикалык ден соолугунун пайдубалын түптөөнүн чечүүчү этабы болуп саналат. Бул мезгилде органдардын ургаалдуу өнүгүшү жана организмдин функциялык системасынын калыптанышы жүрүүдө. Акыркы жылдары мектепке чейинки балдардын ден соолугунун начарлаганы туруктуу тенденцияга айланып, оорулуу балдардын саны көбөйүүдө. Мектеп жашына чейинки балдардын психикалык жана сүйлөө жөндөмдөрүн оюн аркылуу жакшыртып, жаңы механизмдерин иштеп чыгуу жагы каралган. Бала бакчанын негизги милдети - баланы өз алдынча жашоого даярдоо, жакшы адаттарга багыттоо менен тарбиялоо иши макалада каралган. Түйүндүү сөздөр: Ден соолук, бала бакчада, дене тарбия, элдик оюндар, тарбиялоо, ден соолукту чыңдоо, иш пландар, жаш муундар, коюлган талаптар, педагогикалык шарттар. Аннотация: В данной статье рассматриваются особенности использования игровых технологий в оздоровлении дошкольников. Дошкольный возраст является решающим этапом в формировании фундамента физического и психического здоровья ребенка. В этот период идет интенсивное развитие органов и становление функциональных систем организма. Наметившаяся в последние годы устойчивая тенденция ухудшения здоровья дошкольников, увеличение количества детей с нарушениями психического и речевого развития, диктует необходимость поиска механизмов, позволяющая изменить эту ситуацию. Основная задача детского сада - подготовить ребенка к самостоятельной жизни, дав ему для этого необходимые умения, навыки, воспитав определенные привычки. Сегодня в дошкольных учреждениях уделяется большое внимание здоровье сберегающим технологиям, которые направлены на решение самой главной задачидошкольного образования – сохранить, поддержать и обогатить здоровье детей. Ключевые слова: Здоровье, детский сад, физическое воспитание, народные подвижные игры, физические упражнения, общеобразовательная школа, учащиеся, воспитание, оздоровление, подрастающее поколение, предъявляемые требования, педагогические условия, теория и практика физического воспитания, подвижные игры. Abstract: This article discusses the features of the use of game technologies in the rehabilitation of preschoolers. Preschool age is a crucial stage in the formation of the Foundation of physical and mental health of the child. During this period there is an intensive development of organs and the formation of functional systems of the body. The steady tendency of deterioration of health of preschool children outlined in recent years, increase in number of children with violations of mental and speech development, dictates need of search of the mechanisms allowing to change this situation. The main task of the kindergarten is to prepare the child for independent life, giving him the necessary skills, bringing up certain habits. Today, preschool institutions pay great attention to health-saving technologies, which are aimed at solving the most important task of preschool education – to preserve, support and enrich the health of children. Key words: Health, kindergarten, physical education, folk outdoor games, physical exercises, secondary school, students, education, rehabilitation, the younger generation, the requirements, pedagogical conditions, theory and practice of physical education, out-door games.

Modelling of Teaching for Pre-School Children with Mental Retardation

2021 ◽  
Vol 2 (1) ◽  
pp. 29-38
Author(s):  
Olga Shapko
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
School Children ◽  
External World ◽  
Preschool Age ◽  
Necessary Condition ◽  
Effective Technique ◽  
Remedial Work ◽  
Model Algorithm ◽  
Purposeful Activity

The article discusses the experience of using models in remedial work with children with mental retardation of preschool age in kindergarten conditions. Examples of outlines of lessons with this category of preschool children 6-7 years old are offered. The reactions of children to the introduction of models are illustrated. The aim of the article is to show that models are an effective technique for children with mental retardation to perceive cognitive material, because they stimulate children to independent voluntary purposeful activity. This is facilitated by the model algorithm, which includes generalized images that are familiar to children and do not cause them difficulties. We have taken into account that for children with mental retardation the operation "comparison" is one of the difficult ones, but through it the relations between objects and phenomena of the external world are learned. Comparison therefore plays an important role in cognition Comparison helps to generalise and systematise knowledge. The process of comparison is a necessary condition for generalisation. The model can help children with mental retardation to find similarities between objects, which for them is rather more difficult than finding differences.

scholarly journals Formation of skills to create stories of different type in senior preschool children

2018 ◽  
pp. 111-119
Author(s):  
Alexander Savchin
Keyword(s):  
Preschool Children ◽  
Theoretical Analysis ◽  
School Environment ◽  
Preschool Age ◽  
Different Types ◽  
Definition Of ◽  
Main Definition

The article gives an analysis of problems of formation of skills in children of the senior preschool age to build stories of different types. On the basis of the theoretical analysis of psycho-pedagogical and special literature, based on the main definition of «building a story», a subordinate term is formulated in relation to the topic of the study: «building stories of different types» The psychological and pedagogical conditions of formation of sustainable skills of creation and expedient use of stories of different types in children of the senior preschool age are revealed and substantiated. The components, criteria, indicators and levels of formation of abilities to build a different type of narration in children of the sixth year of life are determined. The stages of formation of persistent skills for building different types of stories by senior preschoolers are singled out. The lack of effective pedagogical technologies in relation to the formation of skills in the children of the senior preschool age to build and expedient use of narration of comprehensive typing significantly reduces the effective preparation of children to school. The proposed pedagogical and motivational technology for the formation of children of the sixth year of a sustainable ability to create stories of various types provides the small person an effective communicative tool, which will definitely promote its self-realization both in school environment and in career, society, own life. The prospects for further research are outlined, such independent types of stories are presented as a story - an instruction and a story - a presentation.

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