scholarly journals EXPERIMENTAL STUDY OF GRAPHIC ACTIVITY OF OLDER PRESCHOOL CHILDREN WITH MENTAL RETARDATION

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
V.V KISOVA ◽  
◽  
A.D VORONOVA ◽  
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
Preschool Age ◽  
Experimental Results ◽  
Color Transfer ◽  
Normative Development ◽  
Spatial Parameters ◽  
The Subject ◽  
Color Rendering ◽  
Drawing Skills

The article presents experimental results of studying the graphic activity of older preschool children with mental retardation in comparison with normally developing peers. The article analyzes modern studies of graphic activity in relation to children with disabilities and with normative development. Scientific works devoted to the graphic activity of preschool children with mental retardation are considered. The author presents a diagnostic program for the study of graphic activity in older preschoolers, aimed at identifying the formation of children's subject and plot drawing, drawing by design; determining the level of development of drawing skills (image proportionality, adequacy of color use, graphomotor skills). Experimental results of the study of the drawings of preschool children with mental retardation in comparison with the normally developing peers are described. The author highlights the features of the formation of the idea, the main characteristics of the subject and scene pictures, describes the color rendering, spatial parameters of the image, the specifics of detailing, hatching, stroke, line technique, etc. The authors sets out the general criteria for evaluating drawing as a type of graphic activity in older preschoolers: the content side of the drawing; independence of the image design; the level of formation of drawing skills; color transfer; development of technical and graphomotor skills. The description of the developed levels of development of drawing in the senior preschool age is presented.

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 DIDACTIC POTENTIAL OF DIGITAL EDUCATIONAL RESOURCES TO DEVELOP TEMPORAL REPRESENTATIONS IN SENIOR PRESCHOOL CHILDREN WITH MILD MENTAL RETARDATION

2021 ◽  
Vol 56 (2) ◽  
pp. 5-17
Author(s):  
I.B. Agaeva ◽  
◽  
D.A. Burksh ◽  
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
Preschool Education ◽  
Educational Practice ◽  
Mental Development ◽  
Educational Resources ◽  
Mild Mental Retardation ◽  
Normative Development ◽  
Impaired Children ◽  
Temporal Representations

Statement of the problem. Currently, there is a trend of digitalization of educational practice, including preschool education for children with health limitations (hereinafter HL). This determines the relevance of the development of digital educational resources (hereinafter DER). This development is determined by the need to disclose the DER didactic potential in the educational activities of preschool children. The purpose of the article is to reveal the didactic potential of DER in the formation of temporal representations in senior preschool children with mild mental retardation. The methodology (materials and methods) of research is based on the theoretical provisions of developmental learning, the laws of mental development in normal and impaired children, the requirements of normative legal acts, the analysis of foreign (S. Parsons, K. Guldberg, K. Porayska-Pomsta, J. Marsh, E. Wood, L. Chesworth, B. Nisha, etc.) and Russian scientists (N.N. Glazkova, O.I. Kukushkina, V.N. Mogileva, V.V. Klyputenko, etc.) on the use of DER in the educational practice of children with normative development and with disabilities, including scientific positions reflecting the need to develop and use information technology in the education of preschool children (M. Prensky, V. Vangsnes, R. Zevenbergen, S. de Castell, J. Jenson, etc.). Research results. In the course of the analysis the following results are presented: the essence of the concept of temporal representations is revealed; the structure of the digital game is characterized and the positive aspects of the use of these technologies in education are highlighted, based on the experience of implementing these resources both in Russian and Western countries; the didactic potential of DER with its structural components based on the requirements of regulatory legal acts and laws of mental development in senior preschoolers with mild mental retardation is revealed. Conclusion. The analysis conducted in the course of the study has revealed the didactic potential of DER for the formation of temporal representations in senior preschool children with mild mental retardation. This, in its turn, allows us to identify further prospects in the development of DER for this nosological group of children.

scholarly journals Ergonomic Aspects of Choosing Children’s Robotics for the Smallest Children and Preschool Children

2021 ◽  
Vol 4 (1) ◽  
pp. 65-74
Author(s):  
Petra Marková ◽  
Vanessa Prajová
Keyword(s):  
Preschool Children ◽  
Age Groups ◽  
Point Of View ◽  
Preschool Age ◽  
Psychomotor Development ◽  
Educational Robotics ◽  
Educational Goal ◽  
Production And Distribution ◽  
The Subject

Abstract At present, there are a large number of manufacturers operating on the market, which are engaged in the production and distribution of mechatronic and robotic toys. These toys range from the cheapest and simplest to sophisticated costly models for play education. Looking at the market offer, it can be stated that mechatronic toys are being produced, which are intended for children of several months. When developing children’s and educational robotics, it is, therefore, necessary to take into account the psychomotor development of the child. Respecting or not respecting it has a major impact on the success of the toy for the consumer and the fulfillment of the educational goal for which it is intended. Last but not least, in connection with the child’s development, the question arises as to what ergonomic principles, when designing toys intended for children depending on age, need to be respected and implemented into solutions to eliminate problems related to the development of children’s and educational robotics. The subject of interest in the article is the age groups of children from birth to preschool age. The aim of the article is to identify which factors in the construction of children’s robotic toys for the youngest children up to the period of preschool age are key from the point of view of ergonomics.

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 COMPARATIVE ASSESSMENT OF THE FEATURES AND DISADVANTAGES OF THE OPERATIONAL COMPONENT OF THINKING IN OLDER PRESCHOOLERS WITH MENTAL RETARDATION AND MENTAL RETARDATION

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
S.N KASHTANOVA ◽  
◽  
I.N GOLOVANOVA ◽  
Keyword(s):  
Differential Diagnosis ◽  
Mental Retardation ◽  
Preschool Children ◽  
Comparative Studies ◽  
Comparative Research ◽  
Comparative Assessment ◽  
Preschool Age ◽  
Children With Asd ◽  
Operational Characteristics ◽  
Operational Component

This article is devoted to the study of the main features and disadvantages of the operational component of thinking in children of older preschool age with mental retardation and mental retardation. Currently, there are not enough detailed comparative studies that state the features and disadvantages of the operational characteristics of thinking in children of these categories. The relevance of obtaining comparative research content is determined by the practical tasks of differential diagnosis and building the correct educational route for children. In the course of the present study, identical and distinctive characteristics in the development of operations of analysis, synthesis, comparison, generalization, classification and abstraction of children with ASD and mental retardation are recorded. The results obtained determine the prospects for using these data in the methodological support of preschool children in preparing for school.

The Solution Strategy as an Indicator of the Developmental Stage of Preschool Children’s Mental-Rotation Ability

2010 ◽  
Vol 31 (2) ◽  
pp. 95-100 ◽  
Author(s):  
Claudia Quaiser-Pohl ◽  
Anna M. Rohe ◽  
Tobias Amberger
Keyword(s):  
Preschool Children ◽  
Mental Rotation ◽  
Latent Class ◽  
Preschool Age ◽  
Stage Model ◽  
Solution Strategy ◽  
Thinking Aloud ◽  
Transition Analysis ◽  
Solution Strategies ◽  
Close Relationship

The solution strategies of preschool children solving mental-rotation tasks were analyzed in two studies. In the first study n = 111 preschool children had to demonstrate their solution strategy in the Picture Rotation Test (PRT) items by thinking aloud; seven different strategies were identified. In the second study these strategies were confirmed by latent class analysis (LCA) with the PRT data of n = 565 preschool children. In addition, a close relationship was found between the solution strategy and children’s age. Results point to a stage model for the development of mental-rotation ability as measured by the PRT, going from inappropriate strategies like guessing or comparing details, to semiappropriate approaches like choosing the stimulus with the smallest angle discrepancy, to a holistic or analytic strategy. A latent transition analysis (LTA) revealed that the ability to mentally rotate objects can be influenced by training in the preschool age.

scholarly journals Relative Humidity Affects Acute Otitis Media Visits of Preschool Children to the Emergency Department

2021 ◽  
pp. 014556132110091
Author(s):  
Ying-Fang Jiang ◽  
Wen-Wei Luo ◽  
Xin Zhang ◽  
Dong-Dong Ren ◽  
Yi-Bo Huang
Keyword(s):  
Emergency Department ◽  
Preschool Children ◽  
Relative Humidity ◽  
Otitis Media ◽  
Meteorological Factors ◽  
Acute Otitis Media ◽  
Emergency Department Visits ◽  
Preschool Age ◽  
School Age Children ◽  
Cross Sectional

Objective: The associations between climate variables and diseases such as respiratory infections, influenza, pediatric seizure, and gastroenteritis have been long appreciated. Infection is the main reason for acute otitis media (AOM) incidence. However, few previous studies explored the correlation between climatic parameters and AOM infections. The most important meteorological factors, temperature, relative humidity, and fine particulate matter (PM2.5), were included in this study. We studied the relationship between these meteorological factors and the AOM visits. Materials and Methods: It was a retrospective cross-sectional study. A linear correlation and a linear regression model were used to explore the AOM visits and meteorological factors. Results: A total of 7075 emergency department visits for AOM were identified. Relative humidity was found an independent risk factor for the AOM visits in preschool children (regression coefficient = −10.841<0, P = .039 < .05), but not in infants and school-age children. Average temperature and PM2.5 were not correlated with AOM visits. Conclusion: Humidity may have a significant inverse impact on the incidence of AOM in preschool-age children.

Structures and phase transitions in barium sodium niobate tungsten bronze (BNN)

2021 ◽  
Vol 77 (6) ◽  
Author(s):  
Thomas A. Whittle ◽  
Christopher J. Howard ◽  
Siegbert Schmid
Keyword(s):  
Phase Transitions ◽  
Room Temperature ◽  
Tungsten Bronze ◽  
Standard Setting ◽  
Experimental Results ◽  
Temperature Structure ◽  
Sodium Niobate ◽  
Tetragonal Tungsten Bronze ◽  
Space Group ◽  
The Subject

The room-temperature structure of the filled tetragonal tungsten bronze, Ba2NaNb5O15 (BNN), has been the subject of a number of studies, and these studies have given an almost corresponding number of different results. From a group theoretical examination of the different possibilities and a review of the published experimental results we conclude that the room-temperature structure is that proposed by Labbé et al. [J. Phys. Condens. Matter (1989), 2, 25–43] in the space group Bbm2 (Ama2 in standard setting) on a 2\sqrt{2}a × \sqrt{2}a × 2c cell. Upon heating, the structure remains ferroelectric but becomes tetragonal (space group P4bm) at 550 K, then paraelectric (space group P4/mbm) at and above 860 K.

CREATING CONDITIONS FOR THE FORMATION OF LIFE COMPETENCIES IN PRESCHOOL CHILDREN WITH MENTAL RETARDATION IN A PRESCHOOL EDUCATIONAL INSTITUTION

2021 ◽  
Vol 2 (12) ◽  
pp. 52-56
Author(s):  
N. A. Ukhina ◽  
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
Educational Institution ◽  
Additional Education

The article deals with the organization of the process of formation of life competencies in pre-schoolers with mental retardation in a preschool educational institution. The directions of correctional work in the conditions of interaction of kindergarten, parents, institutions of additional education are presented. The features of the development of life competencies in preschoolers with mental retardation are determined.

Immunochemical Investigation of the Serum Proteins in Chick Embryos

Development ◽  
1963 ◽  
Vol 11 (4) ◽  
pp. 683-688
Author(s):  
F. Peetoom ◽  
W. J. A. TH. Kraijenhoff Sloot ◽  
M. W. Woerdeman
Keyword(s):  
Serum Proteins ◽  
Experimental Results ◽  
Chick Embryos ◽  
Lens Proteins ◽  
Embryonic Antigens ◽  
Specific Antisera ◽  
Precipitation Band ◽  
Immunochemical Investigation ◽  
The Subject ◽  
Chick Lens

The use of specific antisera against different embryonic antigens to detect a correlation between morphological and immunochemical differentiation in ontogenesis has proved to be a valuable technique. In a study of the appearance of lens proteins in chick embryos, using various antisera and agar precipitation methods, we observed the development of precipitation lines which did not correspond to specific lens proteins. These lines were encountered in the Ouchterlony and immunoelectrophoretic pictures obtained with young (up to 120 hr.) embryo or lens extracts when these were tested with antiserum to 24-hr, embryo extract or to adult chick serum. However, this type of precipitation band was never found when antiserum against adult chick lens was used. Some of our experimental results which clarify the nature of these precipitation reactions are summarized below. Full details of these experiments are the subject of another publication.

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