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 Providing Psychological and Pedagogical Support to Senior Preschool Children with Mental Retardation during a Developmental Crisis

2020 ◽  
pp. 156-163
Author(s):  
В.В. Кисова ◽  
О.А. Юдин
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
School Children ◽  
Self Esteem ◽  
Learning Motivation ◽  
Self Control ◽  
Primary School Children ◽  
Behavioral Characteristics ◽  
Key Skills ◽  
Health Impairments

В статье обозначена актуальность исследования возрастных кризисов развития у детей с ограниченными возможностями здоровья, в том числе психолого-педагогической поддержки детей с задержкой психического развития в период перехода от дошкольного к младшему школьному возрасту. Приведены результаты диагностики дескрипторов нормативного кризиса у старших дошкольников с задержкой психического развития (внутренняя позиция школьника, произвольность поведения и деятельности, самооценка, мотивация учения). Изложены задачи, принципы программы психолого-педагогической поддержки в период возрастного кризиса старших дошкольников с задержкой психического развития, а также основные этапы и содержание коррекционно-развивающей работы с дошкольниками: формирование внутренней позиции школьника, развитие позиционных и социальных мотивов учения, коррекция произвольности деятельности и поведения, развитие реалистичной самооценки. Описаны результаты реализации программы коррекционной работы с экспериментальной группой дошкольников с задержкой психического развития, направленной на становление у них позитивного отношения к школе с осознанной ориентацией на формальные стороны школьной жизни, развитие начальных навыков самоконтроля на основных этапах деятельности, формирование более дифференцированной, устойчивой и реалистичной самооценки, менее зависимой от мнения референтной группы, уменьшение количества детей, демонстрирующих исключительно игровые мотивы поведения и деятельности. The article discusses the relevance of investigating developmental crises in children with health impairments and the provision of psychological and pedagogical support to preschool children and primary school children with mental retardation. The article provides the results of developmental crises assessment in senior preschool children with mental retardation (children’s inner characteristics, their behavioral characteristics, their self-esteem, their learning motivation). The article focuses on the tasks, principles and strategies of psychological and pedagogical support provided to senior preschool children with mental retardation during developmental crises. It also describes the major stages and content of work with preschool children the development of children’s inner stance, their social and learning motivation, the correction of their behavior, the development of healthy self-esteem. The article describes the results of the experimental correction of development of preschool children with mental retardation aimed at the formation of a positive image of school and studying, the development of key skills of self-control, the formation of a differentiated, stable, healthy and realistic self-esteem, fostering independence of other people’s opinions, improving children’s ability to learn.

scholarly journals Effectiveness of Quinn's Early Educational Program on Attention and Memory of Preschool Children in Isfahan

2019 ◽  
Author(s):  
Sayehnaz Saniei Abadeh ◽  
Ahmad Abedi
Keyword(s):  
Preschool Children ◽  
School Children ◽  
Educational Program ◽  
Controlled Trial ◽  
Preschool Age ◽  
Control Group ◽  
P Value ◽  
Attention And Memory ◽  
Memory And Attention ◽  
The Impact

Background: Early intervention at preschool age can resolve many cognitive and metacognitive problems of children. Accordingly the present study aimed to investigate the effectiveness of Quinn's early educational program, on attention and memory of pre-school children in Isfahan city. Methods: The study design was Randomized controlled trial. The study population included parents of all pre-school children in Isfahan city during school year 2016 - 2017. Thirty persons were selected through convenience sampling and then randomly divided into experimental and control groups (15 in each group). The research tool that was used in this study is Conner’s Neuropsychological Testing 2004. First, the pretest was conducted for both groups; then the experimental group was exposed to eight 90-minute sessions of Quinn's early educational program; but there was no interference for the control group. At the end of the intervention, the posttest was conducted for both groups. The data of the study was analyzed through covariance analysis test. Results: The findings showed that Quinn's early educational program has impacts on the attention and memory of pre-school children (P-value < 0.0005). The average of children's memory and attention were 18.7 ± 7.12 and 11.73 ± 5.68 in order to 11.45 ± 11.4 and 4.93 ± 2.45, respectively. Conclusion: Given the impact of Quinn's program on the memory and attention of pre-school children, this training can be used to improve the attention and memory of preschool children.   Keywords: Quinn's Early Educational Program, Attention, Memory, Preschool

scholarly journals Manifestation of Initiative in Preschool Children in the Process of Interaction with the Teacher

2019 ◽  
Vol 11 (4) ◽  
pp. 90-98
Author(s):  
E.E. Klopotova ◽  
E.K. Yaglovskya
Keyword(s):  
Experimental Study ◽  
Preschool Children ◽  
School Children ◽  
Educational Process ◽  
Preschool Age ◽  
Expert Evaluation ◽  
Factors Influencing

The article presents the results of an experimental study of the features of the manifestation of initiative in preschool children in the educational process. A total of 480 pre-school children aged three to seven years were covered by observation using specially designed formalized maps. As the main forms of manifestation of children's initiative in the process of interaction with adults, it is proposed to consider the issues and various proposals of children on the formulation and achievement of tasks in the framework of a particular activity. The article presents the results of an experimental study of the features of initiative in preschool children in the educational process. The position of an adult is considered as one of the factors influencing the manifestation of initiative by children in the educational process. The analysis uses the positions of educators, dedicated T.V. Lavrentieva. On the basis of expert evaluation of the results of unincorporated observation of teachers, 14 teachers with the most pronounced features of a particular position were selected. The results obtained in the study suggest the feasibility of using in the educational process with preschoolers of different situations, as situations that support children's initiative, and situations that "provoke" them to take the initiative. In General, the results showed that the initiative of children, becoming by the end of preschool age one of the manifestations of their increasing independence, still depends on the specific situations of interaction with adults.

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.

scholarly journals SENIOR PRE-SCHOOL CHILDREN WITH GENERAL SPEECH UNDER-DEVELOPMENT: PERCEPTION AND UNDERSTANDING OF LOGICAL-GRAMMATICAL CONSTRUCTIONS

2020 ◽  
pp. 95-101
Author(s):  
Оксана Викторовна Дорошенко ◽  
Надежда Николаевна Васильева ◽  
Александра Владимировна Корнилова
Keyword(s):  
Preschool Children ◽  
Empirical Study ◽  
School Children ◽  
Spatial Relations ◽  
Time Sequence ◽  
Preschool Age ◽  
Development Patterns ◽  
Development Level ◽  
Grammatical Structures

Рассматривается проблема формирования логико-грамматических конструкций у детей старшего дошкольного возраста с общим недоразвитием речи. Использована комплексная методика, направленная на оценку восприятия и понимания простых флективных, прямых и обратных конструкций, выражающих пространственные отношения, временную последовательность, сравнительные и логические отношения. Результаты эмпирического исследования отражают закономерности развития детей дошкольного возраста и свидетельствуют о неравномерности формирования речемыслительной деятельности и понимания различных логико-грамматических конструкций старшими дошкольниками с ОНР (III уровня). The article is devoted to the formation of logical and grammatical constructions in children of preschool age with a general speech under-development. A complex technique was used in the work, aimed at assessing perception and understanding of simple inflectional, direct and inverse constructions expressing spatial relations, time sequence, comparative and logical relations. The results of the empirical study reflect the development patterns of preschool children, testify to the irregular formation of speech and thinking activity and understanding of various logical and grammatical structures in older preschoolers with general speech under-development (level III).

INDIVIDUAL-TYPOLOGICAL APPROACH TO THE ASSESSMENT OF MOTOR ACTIVITY AND FUNCTIONAL STATE OF SENIOR PRESCHOOL AND JUNIOR SCHOOL CHILDREN

2020 ◽  
Vol 22 (9) ◽  
pp. 19-27
Author(s):  
Tkachuk A.A. ◽  
Kolpakov V.V ◽  
Tomilova E.A. ◽  
Bespalova T.V.
Keyword(s):  
Preschool Children ◽  
Motor Activity ◽  
Primary School ◽  
School Children ◽  
Preschool Age ◽  
Primary School Children ◽  
Healthy Population ◽  
School Age ◽  
Daily Number ◽  
Primary School Age

Physical activity is of particular importance in the early stages of ontogenesis during the development and formation of the child's body. At the same time, recognizing the variability of motor activity in children of a healthy population, its assessment in the understanding of the norm is presented as an average indicator of the daily number of locomotions for a certain age and gender group, which does not allow us to fully characterize the individual typological features of this function. In this regard, the use of signal parametric scales is very controversial and new approaches to solving this problem are required. The aim of the work is to conceptually develop the centile distribution and partial density of motor activity in older preschoolers and younger schoolchildren in a healthy population with the identification of typological variants of individual norms and criteria for pre - nosological diagnosis of hyper-and hypokinesia. Materials and methods. 840 children of health groups I-II were examined (boys of senior preschool age-222 and primary school age-250; girls of senior preschool age-181 and primary school age-187). The study included the use of pedometry and visual assessment of children's behavior by teachers and parents. A personalized database was created based on the survey results. To identify differences in the level of distribution of a typical trait – habitual motor activity (HMA), a nonparametric test was used, taking into account Pearson's χ2 criterion. The functional type of constitution (FTC) was determined in accordance with a three – component scheme based on the level of habitual motor activity: low – LHMA-FTC–1, medium – MHMA–FTC–2 and high –HHMA-FTC–3. To solve this problem, we developed centile tables based on the daily number of locomotives (SCL) - the HMA level. At the same time, tables are proposed for the centile distribution of SCL both for the entire population of preschool and primary school children, and for children with low and high motor activity. Results. Analysis of the data and on this basis developed normative tables of centile distribution of motor activity (MA) allow typing of it is high enough differences among senior preschool children and Junior schoolchildren of the healthy population with the estimated number of daily locomotion (very low, low, medium, high, very high), to allocate the risk group of I order (up to the 3-rd centile and 97-th centile) and II (from the 3-rd to the 10-th centile and the 90-th to 97-th centile), and also give an objective description of the daily number of locomotions of each individual with the identification of such concepts as "optimal motor activity", "constitutional hypokinesia" and "constitutional hyperkinesia". Partial assessment of motor activity, taking into account the centile distribution of the number of daily locomotions in each constitutional group, provides additional opportunities to more reasonably approach the analysis of a critical (pre-nosological) decrease or increase in the optimality of motor activity in children with low and high MA. Conclusions. Senior preschool children and Junior school children of health groups I-II have their own individual and typological basic level of motor activity, which requires a comparative clinical and physiological analysis of the available data with the standard norm characteristic of each constitutional group (LHMA-FTC–1, MHMA-FTC–2, HHMA-FTC–3). Taking into account this approach, the development of normative (centile) tables of motor activity allows us to give not only a quantitative assessment of the basic variability of the physiological individuality of the child's body, but also to identify criteria for pre-nosological diagnosis of fairly common deviations in pediatric practice-hypokinesia and hyperactivity.

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.

scholarly journals STUDY ON THE SOCIAL DEVELOPMENT OF DOWN SYNDROME IN THE INCLUSIVE GROUP

2018 ◽  
Author(s):  
Iryna Myhnovetskaja
Keyword(s):  
Down Syndrome ◽  
Preschool Children ◽  
Social Competence ◽  
Social Development ◽  
School Children ◽  
Preschool Age ◽  
Intellectual Deficiency ◽  
Children With Down Syndrome ◽  
Adequate Level ◽  
The Social

The article substantiates the importance of social development of preschool children with Down syndrome, considers the indicators of social development of children with intellectual deficiency on the parameters of social competence of normally developing children of preschool age (according to A. Zakrepina), the concept of the difficulties of social development in pre-school children with Down syndrome has been proved, proved the importance of social development in the context of an inclusive group with an interpretation for further socialization in society. It is revealed that for the positive dynamic development of children with Down syndrome, it is necessary to take into account the influence of all factors of social development. The adequate level of social development of children with Down syndrome is a prerequisite for successful socialization in society and the formation of new and lasting contacts with others in order to meet their own needs and aspirations. Without properly organized and systematic work on social development in children with Down syndrome, its level remains fairly low. To implement the above, one needs to study social development in more detail and to know what indicators should be oriented when working on it, to correctly carry out the diagnosis of social development for orientation in the levels of its formation, to take into account all aspects of social development for the implementation of systematic influence. It was also determined that children with Down syndrome are trying to adequately perceive themselves and orient themselves in situations that arise, they show interest in contact with others and seek to develop with the help of available methods and means.

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.

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