Tomashevich Elizaveta Stanislavovna
Job title: teacher-speech pathologist
Educational institution: MBDOU No. 37 "Bell"
Locality: Surgut
Name of material: Article
Subject: PROBLEMS OF COGNITIVE ACTIVITY OF CHILDREN WITH SPECIAL DIFFERENCES.
Publication date: 11.05.2017
Chapter: preschool education

PROBLEMS OF COGNITIVE ACTIVITY OF CHILDREN WITH SPECIAL DIFFERENCES.

Reasons for student failure in mass general education

school were considered by many teachers and psychologists (M. A. Danilov,

Menchinskaya,

Leontyev, A. R. Luria, A. A. Smirnov, L. S. Slavina, Yu. K. Babansky, etc.).

These were called: unpreparedness for school

training,

speaking

social

pedagogical

neglect;

somatic

weakness

as a result of long-term illnesses during the preschool period; speech defects, not

vision and hearing impairments corrected in preschool age; mental

backwardness

(since

significant

mentally

backward

ends up in the first grade of a public school and only after a year of unsuccessful

training

is sent

medical and pedagogical

commissions

special

auxiliary

negative

relationships

classmates and teacher. However, for each of the above reasons

difficulties in learning are associated with a relatively small lag

attitude

underachievers

schoolchildren, a significant part of whom (about half) are

children with mental retardation (MDD).

violations

development

analyzed

researchers like M. S. Pevzner (1966). G. E. Sukhareva (1974). M.G.

Reidiboym

Lebedinskaya

state the connection between ZPR and residual (residual) conditions

after those suffered in utero or during childbirth, or in

early childhood mild organic damage to the central

genetically

conditioned

insufficiency

head

Mild

organic

failure

significant

slowdown

development,

especially

affecting the mental development of children. As a result, to the beginning

learning at school in such children is unformed readiness for

school

training.

Latest

includes

physical,

physiological and psychological readiness of children to implement

attitude

preschool

activities,

Psychological

readiness

training

implies

formation of a certain level:

1. knowledge and ideas about the world around us;

2. mental operations, actions and skills;

speech

development,

suggesting

possession

enough

extensive

dictionary, the basics of grammatical structure of speech, coherent utterance and

elements of monologue speech;

4. cognitive activity manifested in relevant interests

and motivation;

5. regulation of behavior.

Insufficient knowledge of children in this category and misunderstanding of them

characteristics of mass school teachers (even now, when schools for

children with mental retardation are included as a special type in the special school system),

inability to cope with them often leads to a negative attitude

teachers and, as a result, classmates who consider such children

"stupid", "stupid". All this leads to the development of children with

ZPR has a negative attitude towards school and learning and stimulates their attempts

personal compensation in other areas of activity, which finds its

expression in violations of discipline, up to antisocial behavior. IN

As a result, such a child not only receives nothing from school, but

provides

negative

classmates.

In foreign studies, the causes of cognitive impairment

activities

are determined

influencing

person,

disadvantaged

appearance

premature

childbirth, low weight or oxygen deficiency during childbirth, etc.,

were regarded

raising

damage

brain, and, subsequently, cognitive activity (F. Bloom, S.

K e r t i s

etc.). At the same time, F. Bloom notes that the environment contains a stimulating

promotes

intellectual

development

compensate for physiological damage caused in early childhood. TO

conditions,

conditioning

mental

development

malnutrition,

absence

medical

treatment of children and lack of attention to their physical needs (the child is poorly

dressed, unkempt, no one cares about his safety), psychological

neglect (parents do not talk to the child, do not show him

warm feelings do not stimulate its development). In our opinion, such an environment

speak

pedagogical

models

correctional

psychological and pedagogical

support

student. A special role is occupied by the teacher’s word - communication with the student. By

fair

remark

proper

speech acquisition has occurred, which acts as a trigger for

formation

cortical

cortical

intended

related

abilities

undergo functional atrophy. This relationship is for every teacher

must be taken into account in the process of development of cognitive activity

Data from psychological and neuropsychological studies

allowed

certain

hierarchy

violations

educational

activity in children with mental retardation. In milder cases, it is based on

neurodynamic

failure,

related

exhaustion of mental functions, which causes low activity

educational

activities.

Decline

educational

activity

indirectly

development

formation of higher mental functions. Thus, in the studies of T.V.

Egorova

educational

activity

is being considered

main

insufficient

PRODUCT NEWS

not voluntarily

p a m i t i.

According to A. N. Tsymbalyuk (1974), low cognitive activity

source

productivity

execution

intellectual

absence

interest,

reduction

necessary

level of mental tension, concentration, which largely

success

intellectual

activities.

Inertia

mental activity of children with mental retardation, low activity is considered

research

defining

originality

cognitive activity of younger schoolchildren in this group.

Pedagogical

studying

carried out

complex

clinical, pathophysiological and psychological studies,

helps to deeper reveal the patterns and originality of their development and

define

principles,

funds

correctional

impact.

Specialists,

engaged

for example, T. A. Vlasova, M. S. Pevzner (1973), indicate that these children

have

distinguishing

mentally

backward.

They solve many practical and intellectual problems at the level

their age, are able to take advantage of the assistance provided, are able to

comprehend the plot of a picture, story, understand the conditions of a simple task

and complete many other tasks.

At the same time, these students have insufficient

cognitive activity, which, in combination with rapid fatigue and

exhaustion can seriously impede their learning and development. Fast

onset of fatigue leads to loss of performance, due to

why students have difficulties in mastering educational material: they

hold

dictated

offer,

forget words, make ridiculous mistakes in written work, often

mechanically

manipulated

turn out to be

incapable

results

actions,

ideas about the world around us are not broad enough. Children with mental retardation do not

concentrate

obey

school

rules, many of them are dominated by gaming motives.

Cognitive activity and learning ability are personality traits,

inextricably

related

activity

student

Maybe

successful

assimilation

using

effective

ways of obtaining them and applying them to solving new problems. In assimilation

knowledge involves the processes of perception, memory, and thinking. Owning these

mental processes again presupposes as necessary

manifestation

activity

personalities

properties

(inextricably

related

activity),

call

self-regulation.

In other words, to master mental activity means to learn

control it arbitrarily. In studies of defectologists and specialists in

pedagogical

psychology

stated

reduced

productivity of children with developmental delays, manifested in various

types of mental activity - in the processes of perception, memorization,

thinking (both verbal and non-verbal). As the study showed

sustainable

academic failure

majority

inertia of thinking manifests itself in them in different forms. When studying with

are being formed

sedentary,

associations,

reproducible

unchanged

Similar

associations

amenable to restructuring. When moving from one system of knowledge and skills to

on the other hand, children with mental retardation tend to use old, already proven methods, not

modifying them. And even if they have mastered different systems of knowledge and

methods of dealing with them, then re-solving some

continued to repeat the methods used (despite the fact that they were new

known).

Similar

testify

difficulties

switching from one mode of action to another and can be considered

Symptoms

and inertness

thinking.

This quality of mental activity manifests itself especially clearly

when working with problematic tasks that require independent search

solutions. Instead of understanding the task (analysis and synthesis of initial

data and the desired result), instead of searching for adequate solutions

carried out

reproduction

most

familiar

ways.

Actually

is happening

distinct

awareness

delivered

subordination

carried out

actions

is

a necessary prerequisite for self-regulation. Systematic substitution of tasks

familiar)

testifies

absence

schoolboy

regulation

own

actions,

features of his motivation - the desire to avoid difficulties and mistakes.

Inability to think is combined in these cases with a reluctance to think, avoiding

solving intellectual problems deprives the child of the opportunity to exercise

your mind, and thereby negatively affects its development, enhancing

delay phenomenon.

The ability to self-regulate and subordinate one’s activities

assigned task, plan your actions to achieve results,

continuously

realize

self-control

allowing

correct

graduation

check

right

the result obtained are all indicators of cognitive activity,

peculiarities

delay

development

observed

weakening

regulation

learning process. Even if the task is “accepted,” difficulties arise in

its solution, since its conditions as a whole are not analyzed,

in mental terms, possible solutions, the results obtained are not

are exposed

control,

admitted

are being corrected.

self-control is carried out even after receiving the result. Upon request

produce

check

perform

certain

actions without correlating the result and methods of obtaining it with the requirements and

given

P r e s e d

task.

As is known, the psychophysical characteristics and originality

educational

activities

cause

insufficient

their readiness to study at school. The stock of knowledge and ideas of elders

preschoolers' knowledge of the world around them is limited. They are ill informed

even in relation to those phenomena that have been repeatedly encountered in

seasonal

changes

various signs of specific objects, etc. Preschoolers with mental retardation do not

have many basic mathematical knowledge, skills and abilities,

necessary

training.

Submissions

subject-

quantitative

relationships,

actions

diverse

aggregates and practical measurement skills are formed in them

not enough.

satisfies

needs

everyday

violations

pronunciation,

L eks i k i

G r a m a t i c h

however

different

poverty

syntactic

designs.

not enough

phonemic

characteristic

difficulties

understanding

artistic

works,

causal

investigative and other connections.

The vast majority of students by the time they enter college

observed

elementary

labor

skills, for example, in working with paper, construction equipment, self-service

motor difficulties are noted. Children entering school are different

physical

weakness,

fatigue,

occurs as a result of not only physical, but also mental stress.

Cognitive

activity

schoolchildren

rests

definite

development

mental

processes:

perception,

attention,

peculiarities.

Failure

perception

due to

unformed

integrative activity of the brain and, above all, several sensory

systems (visual, auditory, tactile). It is known that integrativity

This interaction of various functional systems is the basis

mental development of the child. Due to the lack of integrative

activities

find it difficult

recognition

unusual

presented items (upside down or under-drawn images,

sketchy

contour

drawings),

connect

separate

details of the drawing into a single semantic image. These specific disorders

perceptions in children with delayed development determine limitations and

fragmentarity

P representation

around

Insufficiency of integrative brain activity in mental retardation

manifests itself in the so-called sensorimotor disorders, which is

its expression in children's drawings. When drawing according to geometric patterns

figures they cannot convey the shape and proportions, they depict incorrectly

connections.

drawings

disproportion

some important details are depicted primitively or completely absent.

One of the main features in children with mental retardation is insufficiency

education

separate

perceptual

motor

functions.

With ZPR, a pronounced disorder is observed in most of them

functions of active attention. Distraction of attention, increasing with time

execution

testifies

increased

mental

exhaustion of the child, Many children are characterized by limited volume

attention, its fragmentation. These attention deficits may delay

the process of concept formation. One of the most common features of the disorder

attention

is

insufficient

concentration

significant features. In these cases, in the absence of appropriate

correctional

check in

underdevelopment

mental

operations.

Violations

attention

especially

expressed

motor

disinhibition, increased affective excitability, i.e. in children with

hyperactive behavior.

Many children with mental retardation have a unique memory structure. This

manifests itself

productivity

involuntary

memorization. However, it is always lower than that of normally developing

peers, which is associated with lower cognitive activity of these

children. Insufficiency of voluntary memory in children with mental retardation is significantly

weakness

regulation

arbitrary

activities,

insufficient

purposefulness,

unformed

self-control.

Children with developmental delays usually differ in emotional

instability. They have difficulty adapting to the children's group,

They are characterized by mood swings and increased fatigue. Group

Children with mental retardation are extremely heterogeneous. For some of them, the forefront is

slowness

formation

emotional and personal

characteristics

voluntary regulation of behavior, disturbances in the intellectual sphere

expressed

various

infantilism.

Infantilism manifests itself most clearly towards the end of preschool age.

and in elementary school. These children have delayed development of personality

readiness

training,

is being formed

responsibility

criticality

behavior.

friendly, sociable, often highly animated, extremely suggestible and

imitative,

superficial

unstable.

Thus, an analysis of the studies showed that for a number of qualitative

quantitative

indicators

delay

mental

development

(ZPR) occupy an intermediate position between the mentally retarded and

Fine

developing

mental

manifestations

are not the same.

character

depend on the reasons that caused the delay in the presence or absence

organic

defeats

combinations

primary

caused by

deviations

development.

Practically

students studying at a school for children with mental retardation have an organic

various

severity

etiology.

Development

mental functions in children with mental retardation occur slowly and distorted.

Most

violated

turned out to be

characteristics

activities

(focus,

control,

combination

subject

activities), affective-personal and intellectual spheres. Development

educational

activities

represents

student

on one's own

surrounding

assimilates

obtaining information about it, transforming and redesigning it. At

training

weakened

unstable

attention,

impulsive,

not enough

targeted

activity,

this question becomes even more pressing.

References:

1. Granitskaya, A. S. Teach to think and act / A. S. Granitskaya. - M.,

2. Guzeev, V. V. Lectures on pedagogical technology / V. V. Guzeev. - M., Knowledge, 1992,

3. Donaldson, M. Mental activity of children / M. Donaldson, - M.:

Pedagogy, 1985,

4. Zankov, L. V. Selected pedagogical works / L. V. Zankov, - M., 1990.

5. Istomina, 3. M. Development of memory in preschool age: Author's abstract. doc.

dis. / 3. M, Istomina. - M., 1975.

FEATURES OF MEMORY DEVELOPMENT IN PRESCHOOL CHILDREN WITH MENTAL DELAY

In modern society, the problem of children with disabilities, and in particular children with mental retardation, remains one of the main ones, since the number of such children is not decreasing, but rather growing. This is due not only to unfavorable environmental conditions, but also to social factors. When it comes to children with developmental problems, the problem of memory development becomes particularly important. Memory underlies human abilities and is a condition for learning, acquiring knowledge, and developing skills. Without memory, normal functioning of either the individual or society is impossible. If memory is so important for a person and all of humanity, then it is necessary to take greater responsibility for the development of this ability in children with mental retardation.

Delayed mental development is characterized by uneven formation of processes of cognitive activity and the emotional-volitional sphere. In such children, play activity predominates. In most cases, psychological and pedagogical assistance to children with mental retardation is delayed, favorable periods of correction are missed, which leads to more pronounced disorders during schooling and an increase in the terms of correctional and developmental work.

Scientists T.A. Vlasova, L.S. studied the problem of studying the memory characteristics of preschool children with mental retardation. Vygotsky, M.S. Pevzner, V.I. Lubovsky and other psychologists and teachers.

Memory- this is the process of organizing and preserving past experience, making it possible to reuse it in activity or return to the sphere of consciousness.

Children with mental retardation experience the same new memory formations as normally developing preschoolers, but with a delay of two or three years. So, if in normally developing children the self-regulation of memorization and reproduction processes is already formed by the age of five or six, then in children with mental retardation, insufficient voluntary regulation of memorization processes is found even at primary school age.

Thus, in the studies of L.S. Vygotsky noted that in children with mental retardation, the rate of memorization of new information offered to them slows down, the retention and inaccurate reproduction of material is fragile.

In his works T.V. Egorova says that in children, involuntary, mechanical and direct memory prevails over indirect, voluntary, logical.

It is very important that the child understands what it means to remember. This is a special task, a specific type of mental activity. But not all even normally developing children understand the specifics of such tasks by the time they enter school. Not understanding the task assigned to them, children with mental retardation cannot use special learning techniques (speaking out loud, repeat naming, grouping material); the productivity of such memorization is very low and is almost equal to involuntary memorization.

Based on a theoretical analysis of scientific theoretical literature on the problem, we organized and conducted an experimental study, the purpose of which was to study the characteristics of the memory of children of senior preschool age with mental retardation.

The experimental study was carried out on the basis of the child development center - kindergarten No. 56 "Guselki" in the city of Tambov. 5 children took part in the study. According to the protocol of the city psychological-medical-pedagogical commission, all children were diagnosed with mental retardation. Children study in the senior group. A set of techniques was adapted to study memory in preschoolers with mental retardation. The purpose of the study was to study the characteristics of memory development in children with mental retardation of older preschool age.

The “Five Pictures” technique is aimed at studying the formation of figurative memory - recognizing object images, as well as studying verbal memory - memorizing words written on cards.

Having analyzed the results of the ascertaining experiment, we found that memory in children with mental retardation has its own characteristics.

Figure 1. Results of studying the characteristics of the development of figurative memory of children with mental retardation using the “Five Pictures” method

17% of children received 1 point using the “Five Pictures” method.

33% of children received 2 points using the “Five Pictures” method;

50% of children received 3 points using the “Five Pictures” method.

Thus, using the “Five Pictures” method, we found that children with mental retardation have special needs. The slow speed of information processing during visual perception prevents children with mental retardation from storing visual material less accurately and for a long time. They have difficulties with verbal mediation and meaningful memorization in relation to visual and verbal materials. In addition, such children experience a slowdown in the process of concept formation, severely distorted pronunciation, and a limited vocabulary.

Figure 2. Results of studying the characteristics of the development of auditory memory of children with mental retardation using the “10 words” method

14% received 2 points using the “10 words” method;
43% received 3 points using the “10 words” method;

43%% received 4 points using the “10 words” method.

Thus, using the “10 words” method, we found that children with mental retardation do not memorize words by ear very well. They often call words synonyms without noticing mistakes. Reproducing words in order is also difficult for them.

Children with mental retardation have a number of characteristics. Insufficient voluntary regulation of the memorization process is revealed; children with mental retardation spend more time completing the assigned task than typically developing children.

Thus, in children with mental retardation, various memory impairments are observed: the volume and accuracy of voluntary memorization are reduced in comparison with the norm, insufficient voluntary regulation of the memorization process is detected, children with mental retardation spend more time on completing the task than normally developing children , deviations are observed in both the areas of visual and auditory memory. But visual memory is impaired to a lesser extent.

1. Boryakova N.Yu. Psychological and pedagogical study of children with mental retardation // Correctional pedagogy 2003.

2. Vygotsky L.S. Memory and its development in childhood // Reader on general psychology. - M.: 1979.

3. Egorova T.V. Peculiarities of memory and thinking in children with developmental delays. - M.: “Pedagogy” 1973.

4. Egorova T.V. Some features of memory and thinking of children with learning disabilities. - M.: “Pedagogy” 1971.

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2. Trifonova, I. A. Formation of management decisions in the conditions of the educational services market. Abstract for the thesis. uch. Art. Ph.D. - St. Petersburg, 2002.

3. Kovalskaya, O. V. Modernization of the regional education system through updating the economic mechanisms of its development: Diss. ... student Art. Ph.D. -M., 2002.

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5. Kulnevich, S. V., Migal V. I., Migal E. A., Goncharova V. I. Modern school management. Issue 7: Educational Marketing" at school. A practical guide for managers, methodologists, teachers and teachers of secondary general education and specialized institutions, students of pedagogical educational institutions, IPK students / S. V. Kulnevich. - Rostov n/d: Publishing House "Teacher" ", 2005. -192 p.

T. G. Gadzhilshgomedova

PROBLEMS OF COGNITIVE ACTIVITY OF CHILDREN WITH SPECIAL DIFFERENCES

The reasons for the failure of students in mass secondary schools were considered by many teachers and psychologists (M. A. Danilov, V. I. Zykova, N. A. Menchinskaya, T. A. Vlasova, M. S. Pevzner. A. N. Leontyev, A. R. Luria, A. A. Smirnov, L. S. Slavina, Yu. K. Babansky, etc.). These were called: unpreparedness for schooling, in its extreme form acting as social and pedagogical neglect; somatic weakening of the child as a result of long-term illnesses during the preschool period; speech defects not corrected in preschool age, visual and hearing impairments; mental retardation (since a significant part of mentally retarded children end up in the first grade of a public school and only after a year of unsuccessful study there are sent through medical and pedagogical commissions to special auxiliary schools); negative relationships with classmates and teacher. However, each of the listed reasons for learning difficulties is associated with the lag of a relatively small number of children in relation to all obviously or hidden underachieving schoolchildren, significantly

A significant part of which (about half) are children with mental retardation (MDD).

The causes of this form of developmental disorder were analyzed by researchers such as M. S. Pevzner (1966). G. E. Sukhareva (1974). M. G. Reidyboym (1977), T. A. Vlasova, K. S. Lebedinskaya (1975). All of them state a connection between mental retardation and residual (residual) conditions after mild organic damage to the central nervous system suffered in utero or during childbirth, or in early childhood, as well as genetically determined brain failure. Mild organic brain failure leads to a significant slowdown in the rate of development, especially affecting the mental development of children. As a result, by the time they start school, such children are unformed in their readiness for schooling. The latter concept includes the physical, physiological and psychological readiness of children to carry out new activities in relation to the period of preschool childhood,

The psychological aspect of readiness to learn implies formation of a certain level:

\. knowledge and ideas about the world around us;

2. mental operations, actions and skills;

3. speech development, which presupposes mastery of a fairly extensive vocabulary, the basics of the grammatical structure of speech, coherent utterances and elements of monologue speech;

4. cognitive activity, manifested in relevant interests and motivation;

5. regulation of behavior.

Insufficient knowledge of children in this category and lack of understanding of their characteristics by teachers of mass schools (even now, when schools for children with mental retardation are included as a special type in the system of special schools), inability to cope with them often lead to a negative attitude of teachers towards them and, as a consequence, classmates who consider such children “stupid”, “stupid”. All this leads to the development of a negative attitude towards school and learning in children with mental retardation and stimulates their attempts at personal compensation in other areas of activity, which is reflected in violations of discipline, even antisocial behavior. As a result, such a child not only receives nothing from school, but also has a negative influence on his classmates.

In foreign studies, the causes of cognitive impairment are determined by the environment influencing the human brain and unfavorable conditions for the birth of a child: premature birth, low weight or oxygen deficiency during childbirth, etc., which were regarded as factors that increase the risk of brain damage, and, subsequently, cognitive activity (F. Bloom, S. Curtis and

etc.). At the same time, F. Bloom notes that the environment contains a stimulating effect and promotes the intellectual development of the child, and can compensate for the physiological damage caused in early childhood. Scientists include malnutrition, lack of medical care, mistreatment of children and inattention to their physical needs (the child is poorly dressed, unkempt, no one cares about his safety), psychological neglect (parents do not talk) to the poor conditions that determine the mental development of children with mental retardation. with the child, do not show warm feelings towards him, do not stimulate his development). In our opinion, such an environment can be the pedagogical environment of the school, which is modeled by the teacher himself as a correctional psychological and pedagogical environment for supporting the student. A special role is occupied by the teacher’s word - communication with the student. As S. Curtis rightly notes, if speech acquisition, which acts as a trigger for the development of cortical functions, has not occurred at the appropriate time, then the cortical tissue normally intended for speech and related abilities may undergo functional atrophy. Every teacher needs to take this relationship into account in the process of developing the cognitive activity of children with mental retardation.

Data from psychological and neuropsychological studies have made it possible to identify a certain hierarchy of cognitive impairment in children with mental retardation. In milder cases, it is based on neurodynamic insufficiency, associated primarily with the exhaustion of mental functions, which causes low activity in cognitive activity. A decrease in cognitive activity, in turn, indirectly affects the development and formation of higher mental functions. Thus, in the studies of T.V. Egorova (1969), low cognitive activity of children with mental retardation is considered as one of the main reasons for the insufficient productivity of involuntary memory. According to A. N. Tsymbalyuk (1974), low cognitive activity of children with mental retardation is a source of low productivity in performing intellectual tasks, lack of interest, reduction of the required level of mental stress, concentration, on which the success of intellectual activity largely depends. The inertia of the mental activity of children with mental retardation and low activity is considered in studies as one of the features that determine the uniqueness of the cognitive activity of younger schoolchildren in this group.

Pedagogical study of children with mental retardation, carried out in conjunction with clinical, pathophysiological and psychological research, helps to better reveal the patterns and uniqueness of their development and, on this basis, determine the principles, ways and means of corrective action. Specialists working with this category of children, for example T. A. Vlasova, M. S. Pevzner (1973), indicate that these children have a number of features that distinguish them from the mentally retarded. Many practical and

They solve intellectual problems at the level of their age, are able to take advantage of the assistance provided, are able to comprehend the plot of a picture or story, understand the conditions of a simple task and perform many other tasks. At the same time, these students have insufficient cognitive activity, which, combined with rapid fatigue and exhaustion, can seriously hamper their learning and development. Rapidly onset fatigue leads to loss of performance, as a result of which students have difficulties in mastering educational material: they do not retain the terms of the task or a dictated sentence in their memory, forget words, make absurd mistakes in written work, and often, instead of solving a problem, they simply mechanically manipulate numbers, They find themselves unable to evaluate the results of their actions; their ideas about the world around them are not broad enough. Children with mental retardation cannot concentrate on a task, do not know how to obey school rules, and many of them are dominated by play motives.

Cognitive activity and learning ability are personality traits that are inextricably linked with each other. Only with student activity is it possible to successfully acquire knowledge using effective methods of acquiring it and applying it to solving new problems. The processes of perception, memory, and thinking are involved in the assimilation of knowledge. Mastery of these mental processes again presupposes, as a necessary condition, the manifestation of the activity of the personality of that property (inextricably linked with activity), which is usually called self-regulation. In other words, to master mental activity means to learn to control it voluntarily. Studies by defectologists and specialists in the field of educational psychology have found reduced productivity of children with developmental delays, manifested in various types of mental activity - in the processes of perception, memorization, thinking (both verbal and non-verbal). As shown by the study of children with persistent poor performance at school, most of whom belong to the category of children with developmental delays, inertia of thinking manifests itself in them in different forms during the learning process. When learning, such children form sedentary, inert associations, which they reproduce in an invariable order. Such associations cannot be restructured. When moving from one system of knowledge and skills to another, children with mental retardation tend to use old, already proven methods without modifying them. And even if they have mastered various systems of knowledge and ways of working with them, then repeating some tasks is enough so that children in this category, having received new tasks, continue to repeat the methods used (despite the fact that the new ones are well known to them). Such cases indicate the difficulty of switching from one mode of action to another and can be considered as symptoms of inertia of thinking.

This quality of mental activity is especially evident when working with problematic tasks that require an independent search for solutions. Instead of understanding the problem (analysis and synthesis of initial data and the desired result), instead of searching for adequate methods of solution, the most familiar methods are reproduced. In fact, a substitution of the task occurs, and a clear awareness of the task at hand and the subordination of the actions performed to it is a necessary prerequisite for self-regulation. The systematic replacement of tasks (more difficult ones with easier, familiar ones) testifies not only to the student’s lack of regulation of his own actions, but also to the peculiarities of his motivation - the desire to avoid difficulties and mistakes. The inability to think is combined in these cases with a reluctance to think. Avoiding solving intellectual problems deprives the child of the opportunity to exercise his mind, and thereby negatively affects his development, increasing the phenomenon of delay.

The ability to carry out self-regulation, subordinate one’s activities to the task at hand, plan one’s actions to achieve results, continuously exercise self-control, which allows one to correct errors during work, and after its completion to check the correctness of the result obtained - all these are indicators of cognitive activity that have their own characteristics in children with disabilities. ZPR. Children with developmental delays usually experience a weakening of regulation in all parts of the learning process. Even if the task is “accepted,” then difficulties arise in solving it, since its conditions as a whole are not analyzed, possible solutions are not outlined mentally, the results obtained are not controlled, and mistakes made are not corrected. Self-control is not carried out even after receiving the result. When asked to perform a check, children with mental retardation perform certain external actions without correlating the result and methods for obtaining it with the requirements and data of the task presented.

As is known, the psychophysical characteristics and uniqueness of the cognitive activity of children with mental retardation determine their insufficient readiness to study at school. The stock of knowledge and ideas of older preschoolers about the world around them is limited. They are poorly informed even regarding those phenomena that they have repeatedly encountered in life: seasonal changes in nature, the composition of the family and the work of its members, various signs of specific objects, etc. Preschoolers with mental retardation do not have many basic mathematical knowledge, skills and abilities necessary to start training. Their understanding of subject-quantitative relationships, experience of working with various aggregates, and practical measurement skills are not sufficiently developed. The speech of children with mental retardation, although it satisfies the needs of everyday communication and does not have gross violations of pronunciation, vocabulary and grammatical structure, however

characterized by poor vocabulary and syntactic structures. Their phonemic hearing is also underdeveloped: they are characterized by difficulties in understanding works of art, cause-and-effect and other relationships.

By the time they enter school, the vast majority of students have a low level of basic labor skills and abilities, for example, motor difficulties are noted in working with paper, construction sets, and self-service. Children entering school are characterized by general physical weakness and rapid fatigue, which occurs as a result of not only physical, but also mental stress.

The cognitive activity of primary schoolchildren is based on a certain level of development of mental processes: perception, attention, memory, which have their own characteristics in children with mental retardation. The lack of perception is due to the immaturity of the integrative activity of the brain and, above all, several sensory systems (visual, auditory, tactile). It is known that integrativeness is the interaction of various functional systems and is the basis of a child’s mental development. Due to the insufficiency of integrative brain activity, children with mental retardation have difficulty recognizing unusually presented objects (inverted or half-drawn images, schematic or outline drawings), and it is difficult for them to connect individual details of a drawing into a single semantic image. These specific disturbances of perception in children with delayed development determine the limited and fragmented nature of their ideas about the world around them.

The insufficiency of integrative brain activity in mental retardation is also manifested in the so-called sensorimotor disorders, which is reflected in the drawings of children. When drawing from geometric figures, they cannot convey shape and proportions; they incorrectly depict angles and their connections. The disproportion of body parts is noticeable in the drawings; some important details are depicted primitively or are completely absent. One of the main features in children with mental retardation is the insufficiency of the formation of connections between individual perceptual and motor functions.

In cases of mental retardation, a pronounced impairment of the function of active attention is observed in most of them. Distraction of attention, which increases as the task is completed, indicates increased mental exhaustion of the child. Many children are characterized by a limited amount of attention and its fragmentation. These attentional disturbances can delay the process of concept formation. One of the common features of attention impairment in children with mental retardation is insufficient concentration on significant features. In these cases, in the absence of appropriate corrective work, underdevelopment of mental operations may be noted. Attention disorders are especially pronounced in motor disorders.

inhibition, increased affective excitability, i.e. in children with hyperactive behavior.

Many children with mental retardation have a unique memory structure. This sometimes manifests itself in the great productivity of involuntary memorization. However, it is always lower than that of normally developing peers, which is associated with the lower cognitive activity of these children. The insufficiency of voluntary memory in children with mental retardation is largely associated with the weakness of the regulation of voluntary activity, its insufficient focus, and the immaturity of its self-control.

Children with developmental delays are usually characterized by emotional instability. They have difficulty adapting to children's groups; they are characterized by mood swings and increased fatigue. The group of children with mental retardation is extremely heterogeneous. For some of them, the slowness of development of emotional and personal characteristics and voluntary regulation of behavior comes to the fore, while violations in the intellectual sphere are not pronounced. These are children with various forms of infantilism. Infantilism manifests itself most clearly towards the end of preschool age and in primary school. The formation of personal readiness for learning is delayed in these children; it is difficult to form a sense of duty, responsibility, and criticality towards their behavior. They are, as a rule, friendly, sociable, often highly animated, extremely suggestible and imitative, but their emotions are usually superficial and unstable.

Thus, an analysis of the studies showed that, according to a number of qualitative and quantitative indicators, children with mental retardation (MDD) occupy an intermediate position between mentally retarded and normally developing children. Groups of children with mental retardation differ in their mental manifestations. The degree and nature of their defect depend on the reasons that caused the delay in the presence or absence of organic damage to the central nervous system, on the combination of the primary defect and the later developmental deviations caused by it. Practically, students studying at a school for children with mental retardation have an organic defect of the central nervous system of varying degrees of severity and etiology. The development of mental functions in children with mental retardation is slow and distorted. The most disturbed were the general characteristics of activity (purposefulness, control, combination of speech and object activities), affective-personal and intellectual spheres. The development of cognitive activity is a process in which the student independently learns about the world around him, learns ways of obtaining information about it, transforming and redesigning it. When teaching children with mental retardation, who have weakened memory, unstable attention, impulsive, insufficiently focused activity, this issue becomes even more relevant.

ON THE PROBLEM OF SPIRITUAL AND PSYCHOLOGICAL DEVELOPMENT OF JUNIOR SCHOOLCHILDREN...

Bibliography

1. Granitskaya, A. S. Teach to think and act / A. S. Granitskaya. - M., 1991.

2. Guzeev, V. V. Lectures on pedagogical technology / V. V. Guzeev. - M., Knowledge, 1992,

3. Donaldson, M. Mental activity of children / M. Donaldson, - M.: Pedagogy, 1985,

4. Zankov, L. V. Selected pedagogical works / L. V. Zankov, - M., 1990.

5. Istomina, 3. M. Development of memory in preschool age: Author's abstract. doc. dis. / 3. M, Istomina. - M., 1975.

UDC 378,121.01

I. V. Shatokhina

ON THE PROBLEM OF SPIRITUAL AND PSYCHOLOGICAL DEVELOPMENT OF JUNIOR SCHOOLCHILDREN IN THE CONDITIONS OF EDUCATIONAL ACTIVITY

Addressing the issue of spiritual and psychological development of children of primary school age is associated with our development of the problem of constructing the process of training primary school teachers on the basis of a spiritually oriented approach. This is explained by our conviction in the close methodological relationship between the spiritually oriented training of a teacher and the process of spiritual formation of a student. It seems to us that this issue is most acute in the field of training a primary school teacher due to a number of circumstances. It should be noted, firstly, the enduring role played by primary school age in the process of formation of the human personality, when its foundations are laid, the core of the personality is formed in the form of basic spiritual and mental new formations. Secondly, this is the special significance of the primary school level as the starting stage in the structure of school education. Thirdly, this is the specific nature of the relationship between the teacher and students, covered in the “halo effect”, the consequence of which is that the teacher acts as a role model and indisputable authority for children. The influence of a teacher on a primary school student is not limited only to external parameters, it penetrates deep into the child’s soul and can be detected over many years, and sometimes throughout life. Therefore, a primary school teacher, like no other, has the right to make a pedagogical mistake. And the likelihood of such an error is reduced provided there is a good knowledge of the characteristics of a person’s mental makeup, the age development of a person at the stage of primary school childhood, and the conditionality of these characteristics by character

Organization and content of correctional pedagogical work with children with mental retardation

1. Purposeful, systematic preschool education and training is of utmost importance for the development of the child’s psyche and subsequent successful learning at school. Children’s full assimilation of the school curriculum is largely determined by the level of their intellectual development. mental development disorder pedagogical

It is no coincidence that the closest attention of psychologists, teachers, defectologists, and doctors is directed to an in-depth study of children who noticeably lag behind their peers in intellectual development both in preschool age and at the subsequent stage of schooling.

A differentiated in-depth study of children with various developmental disorders allowed domestic clinicians and defectologists to identify a category of children whose mental development characteristics do not allow them to master the educational programs of kindergarten and mass school without specially created conditions, but, at the same time, significantly distinguish them from mental health. retarded children.

In Russian defectology, mental retardation is considered as a lag in the development of a child’s mental activity, caused by minimal organic damage to the brain (or a disorder of the central nervous system of another origin). The term “mental retardation” refers to syndromes of temporary lag in the development of the psyche as a whole or its individual functions (motor, sensory, speech, emotional-volitional), and a slow pace of realization of the body’s properties encoded in the genotype. The delay in the rate of development in mental retardation (as opposed to intellectual disabilities) is reversible. In the etiology of mental retardation, constitutional factors, chronic somatic diseases, and organic failure of the nervous system, often of a residual nature, play a role.

Children with mental retardation are traditionally defined as a polymorphic group, characterized by slow and uneven maturation of higher mental functions, insufficient cognitive activity, decreased level of performance, and underdevelopment of the emotional and personal sphere. The causes of such conditions are varied: organic failure of the central nervous system, constitutional features, unfavorable social factors (M.S. Pevzner, T.A. Vlasova, V.I. Lubovsky, K.S. Lebedinskaya, M.N. Fishman, etc.).

The current classification of types of mental retardation, developed at the Institute of Communal Development of the Russian Academy of Education, is based on further differentiation of the two main groups of children with mental retardation proposed in the classification of M. S. Pevzner and T. A. Vlasova. Using predominant underdevelopment of the emotional-volitional sphere or cognitive activity as an initial criterion, T.A. Vlasova and K.S.

* Among domestic scientists and practitioners who have made a significant contribution to the research and solution of the problem of delays in cognitive and psychophysical development, the names of G.E. Sukhareva, T.A. Vlasova and M.S. Pevzner, V.I. Lubovsky, K.S. Lebedinskaya, U.V. Ulyenkova, I.Yu. Levchenko.160

Lebedinskaya identified four main clinical types of mental retardation:

• ? ZPR of constitutional origin;
• ? ZPR of somatogenic origin;
• ? ZPR of psychogenic origin;
• ? ZPR of cerebral-organic origin.

The duration of mental retardation is largely determined by the time of initiation and the adequacy of special education. In the context of a mass school, children with mental retardation experience great difficulties in learning, which cannot be overcome without special therapeutic and pedagogical intervention and lead to persistent poor academic performance of the child. Children with mental retardation make up the bulk of underachieving students in public schools (T.A. Vlasova, 1983, E.M. Mastyukova, 2000, etc.).

A special mass examination of children in kindergarten groups, preparatory to school, carried out at one time showed that children with temporary delays in psychophysical development make up up to 10% of the examined contingent of children (U.V. Ulienkova, 1998).

Erroneously classifying such children as mentally retarded and sending them to a special school of the 8th type cannot contribute to their further optimal development, since the educational material of the program of auxiliary schools is significantly lower than the cognitive capabilities of children with mental retardation.

The classification of children with mental retardation into a special category of children with disabilities (late 60s - early 70s of the last century) was of great practical importance. An in-depth study of the characteristics of their psyche and - on this basis - the determination of appropriate conditions for training and education makes it possible to most effectively correct the process of their cognitive development and

personality formation.

2. Among the causes of ZPR are maternal diseases during pregnancy (infections, cardiovascular pathology, severe toxicosis), prematurity, birth injuries and asphyxia of the newborn; traumatic brain injuries, severe infectious diseases suffered by a child at an early age, etc.).

Among the factors contributing to a child’s mental development lag, researchers dealing with the problem of mental retardation include: a lack of communication with others, which causes a delay in the child’s appropriation of social experience, as well as a deficiency of activities appropriate to the child’s age, which prevents the timely formation of mental functions and necessary mental operations and actions. Mental retardation can also be caused by the interaction of various unfavorable factors.161

3. The nosological group of children with mental retardation is heterogeneous in its composition. The main clinical forms of mental retardation include mental retardation of constitutional origin (mental and psychophysical infantilism), mental retardation of psychogenic origin, cerebrasthenic conditions and mental retardation of somatic origin. Let us dwell on their characteristics.

Psychophysical infantilism (from the Latin infantile - children's) is characterized by the fact that a child who has reached a certain age is at an earlier age level in terms of mental and physical development. As a rule, such children begin to walk and talk later. According to the main anthropometric indicators of physical development (length, body weight, chest circumference, etc.), they lag behind the average norms for the corresponding age. Often, these children not only have a delay in height and weight, but also retain body proportions, features of facial expressions, gestures and psychomotor skills characteristic of an earlier age period.

With mental infantilism (as opposed to psychophysical), the disruption of the pace of development concerns mainly the mental sphere.

ZPR of constitutional genesis is a variant of harmonious infantilism (slow development), in which asynchrony (“uneven”, disproportionate) development of various mental and physical functions is not observed. Average indicators (“parameters”) of mental and physical development correspond to the age norm, but only for an earlier age. At the same time, the time frame for the lag in psychophysical development is, as a rule, quite large and amounts to 2-3 years.

The uniqueness of the mental development of infantile children is manifested in the following. Children have a weak ability for intellectual tension and concentration; rapid fatigue occurs when performing tasks that require volitional effort; characterized by instability of interests, lack of independence, self-service skills are slowly formed.

When entering school, such children do not reach the required level of readiness for school education. They are poorly involved in educational activities, are unable to concentrate on the educational task, and cannot organize themselves in accordance with the requirements of school discipline. Children lack school interests and understanding of school responsibilities; they have difficulty mastering reading and writing skills, since they have an underdeveloped ability to consciously analyze the sound side of speech.

According to M.S. Pevzner and I.A. Yurkova (1978) and others, in some children with harmonious infantilism, the delay in mental development is expressed to a milder degree and relates, first of all, to the underdevelopment of the emotional-volitional sphere (inability to concentrate on a task, weakening of the ability to exert volition,162 a clear preference for play compared with other activities).

Such children do not listen to the teacher’s explanations; during class they can get up and walk around the class, start a game, or begin to cry, ask to go home, etc.

Deviations in the development of the emotional sphere in children with mental retardation are manifested in such phenomena of mental instability as emotional lability, rapid satiety, superficiality of experiences, pronounced spontaneity characteristic of younger children, the predominance of play motives over others, frequent mood swings, the predominance of one of the backgrounds moods.

Either impulsiveness, affective excitability, or increased sensitivity to comments and a tendency to timidity are noted. In some cases, with a predominance of psychoorganic signs of developmental disorders, in children with mental retardation, affective disorders of an excitable, dysphoric type are observed: pronounced and prolonged affective reactions, monotony, rigidity of experiences, disinhibition of drives, persistence in their satisfaction, negativism, aggressiveness.

Problems in the behavior of children with mental retardation, arising due to the unique development of their emotional sphere, most often appear in a learning situation, during the period of adaptation to kindergarten or school.

In other children, a delay in the development of cognitive activity, underdevelopment of mental operations, impaired memory and attention, and rapid exhaustion of nervous processes appear more clearly. These children, compared to normally developing children, have difficulty memorizing educational material, comprehending the information received, and mastering analysis, comparison, and generalization. In educational tasks, children make a large number of mistakes, do not notice and do not correct them, since these children are characterized by: a violation of purposeful activity, lack of self-control, and an inability to retain task instructions in memory.

Delayed mental development of organic origin is one of the most complex variants of mental retardation.

The main clinical form of mental retardation of organic origin is cerebral asthenia.

The term asthenia (from the Greek a - particle meaning negation, absence; stenos - strength) - means weakness, powerlessness.

With cerebroasthenia (from the Latin cerebrum - brain), neuropsychic weakness is caused by diseases of the brain (injuries, infections). Usually these are relatively mild brain lesions that do not lead to persistent impairment of intellectual activity, characteristic of mental retardation.

In cerebrasthenic conditions, such manifestations as increased exhaustion of neuropsychic processes, rapid fatigue during educational loads, headaches, impaired performance, weakened memory and attention come to the fore. As a result, children cannot concentrate on the task at hand and are quickly distracted. As fatigue increases (especially in the absence of a calm environment), the productivity of cognitive (educational) activity drops sharply; behavioral reactions change: children become restless, irritable or, on the contrary, lethargic, slow, and inhibited.

The low level of development of memory and attention, the inertia of mental processes, their slowness and reduced switching ability cause significant impairments in cognitive activity. Unproductive thinking and underdevelopment of individual intellectual operations can lead to an erroneous diagnosis of mental retardation.

Children with mental retardation of organic origin are characterized by a sharp decrease in cognitive activity, which leads to a narrowing of the range of knowledge and ideas about the world around them, a poor vocabulary, and underdevelopment of the intellectual processes of memory and thinking. This creates significant difficulties in the learning process, in particular in mastering reading, writing, and counting.

Thus, in order to master their native language, it is necessary that the child, even before entering school, has formed elementary phonemic concepts, the ability to carry out simple sound analysis, and practically use word formation methods. At the same time, as research shows, the speech of children with mental retardation is characterized by a poor vocabulary and primitive grammatical structures; a weak orientation is revealed in the sound and syllabic composition of the word (R.D. Triger, N.A. Tsypina, etc.).

Significant difficulties are observed in children with mental retardation when mastering writing. Automation of writing processes occurs with a great delay. When writing, children make numerous mistakes: they do not complete elements of letters and words; they mix letters that are similar in style, omit or rearrange letters in a word, double vowels, combine several words into one, etc. This is explained not only by a delay in the formation of sound-letter analysis skills, but also by the peculiarities of the attention of children with mental retardation (impaired distribution of attention, rapid distractibility, etc.).

It has been established that children with mental retardation have great difficulty forming ideas about object-quantitative relations (I.V. Ippolitova, D.N. Chuchalina). When learning mathematics at school, they often do not master the concept of number, mental counting techniques, and experience difficulties in composing and solving simple oral problems, including those using picture material). When performing written work, violations of the sequence of actions and omissions of the components of the task are noted. This may be due to children’s inability to concentrate and weakening self-control over task completion.

Delayed mental development of somatic origin is associated with a violation of “general” health, leading to dysfunction of the central nervous system and a state of minimal brain dysfunction. Somatogenic mental retardation can be caused by chronic diseases of the main functional systems of the body, disorders of constitutional somatic development (rickets, dystrophy, metabolic disorders in the body), complications of post-somatic diseases, etc. This form of mental retardation, not associated with organic lesions of the central nervous system, is usually mild or moderate severity and is overcome in a relatively short time. This variant of mental retardation manifests itself mainly in the underdevelopment of cognitive activity and the immaturity of the personal, emotional and volitional sphere. Underdevelopment of mental intellectual activity also occurs, but most often it is not pronounced.

Thus, the entire group of children with mental retardation is characterized by insufficient readiness for learning under normal conditions, which is determined by a delay in the development of cognitive activity. Children with mental retardation have a decrease in cognitive activity, a delay in the formation of mental operations (analysis, synthesis, generalization), immaturity of verbal regulation, and a decrease in memory and attention functions.

Their knowledge and ideas about the world around them are limited, which negatively affects their speech development.

Children often do not know the species names of trees, flowers, birds, etc. common in their area; cannot name baby animals. Many of these children cannot talk about the properties of objects and phenomena that they have encountered many times, and they almost do not use words with a general meaning. The stories they compose (by questions, by sample) are primitive in form and content, the sequence of presentation is broken,

The stock of specific concepts in children with mental retardation is noticeably limited. Often they denote with the same word a whole series of subject generic groups (for example, flowers such as aster, tulip, etc. are called “rose”). In some cases, there is no clear concrete idea behind the word name (the child names flowers - “tulip”, “aster”, “dahlia”, etc., but does not recognize the named flowers upon presentation). Often children with mental retardation do not know how to talk about the signs of an object, which they actually rely on when recognizing it (for example, having correctly named a flower “daisy”, a child cannot name the signs by which he recognized it, therefore, these signs are not recognized by the child) .The specified features are taken into account in the process of correctional education of children with mental retardation.

Memory loss is considered as one of the most important causes of difficulties in learning for children with 3D disabilities (T.A. Vlasova, M.S. Pevzner, 1973; E.M. Mastyukova, 2001, etc.).

It has been revealed that many children with mental retardation do not remember texts and poems well, and do not retain the goal and conditions of the task in memory. Both long-term and short-term memory of children with mental retardation are characterized by lower performance compared to typically developing children. Children with mental retardation have a decrease in the volume of short-term memory, a slow increase in memorization productivity upon repeated presentations (V.L. Podobed, 1981), and the volume of memorized material in children with mental retardation decreases significantly by the end of the school week (V.I. Pecherskaya et al. ).

Children with mental retardation often find themselves among persistently underachieving students from the very beginning of school and are often mistakenly sent to a special school (type 7). When deciding on the issue of special education for children with mental retardation, it is necessary to distinguish them from children with mental retardation. Differential diagnostic criteria for distinguishing mental retardation from mental retardation (mental retardation) are presented in the educational manual “Fundamentals of correctional pedagogy and special psychology.”

Organization and content of correctional pedagogical work with children and adolescents with mental retardation

Study questions.

• 1. An integrated approach to overcoming delayed cognitive development in children and adolescents.
• 2. Organization and main directions of correctional pedagogical work with children with mental retardation.
• 3. Organization of education for children with mental retardation in a general education school.
• 1. Comprehensive implementation of medical and pedagogical measures aimed at preventing and correcting deviations in the psychophysical development of children with mental retardation includes:
  • * early diagnosis of mental retardation in a child,
  • * a thorough study of the state of the cognitive abilities of children with mental retardation, their general health and potential development opportunities (taking into account the child’s “zone of proximal development”);
  • * carrying out correctional and educational work aimed at maximizing the development of children’s cognitive abilities and enriching their practical experience;
  • * V.P. Glukhov. “Fundamentals of correctional pedagogy and special psychology.” - M.: Correctional pedagogy, 2007.166
  • * medical and recreational activities.
• 2. For children with severe mental retardation, the special education system has created special boarding schools (schools of the 7th type) and special classes (“leveling classes”, compensatory education classes) at mass general education schools. These forms of training organization solve common problems, have the same structure and content of training, and operate on the basis of common documentation. The objectives of a special school (correctional classes) of this type are correctional education and education of students, and qualified education in the amount of (at least) incomplete secondary school. The period of initial training has been increased by one year. The curriculum includes special lessons on familiarization with the outside world and speech development, which are of great correctional importance, as well as individual correctional classes.

In general and combined kindergartens, correctional groups are created for children with mental retardation; There are also special kindergartens for this category of children. A correctional institution of the VII type is created for the training and education of children with mental retardation, who, although potentially intact intellectual development capabilities, have weakness of memory, attention, insufficient tempo and mobility of mental processes, increased fatigue, exhaustion, lack of formation of voluntary regulation of activity, emotional instability, for ensuring correction of their mental development and emotional-volitional sphere, activation of cognitive activity, formation of skills and abilities in educational activities.

A correctional institution of the VII type carries out the educational process in accordance with the levels of general education programs at two levels of general education:

• 1st stage? primary general education (standard period of development is 4-5 years).
• 2nd stage? basic general education (normative period of development is 5 years).

Admission of children to a correctional institution of type VII is carried out only in preparatory, 1st and 2nd grades (groups); to 3rd grade? as an exception.

• - Children who began studying in a general education institution at the age of 7 are admitted to the 2nd grade (group) of a correctional institution.
• - Children who began studying in a general education institution at the age of 6 are admitted to the 1st grade (group) of a correctional institution.
• - Children who have not previously studied in a general education institution and who have shown insufficient readiness to master general education programs are accepted

from the age of 7 to the 1st grade (group) of a correctional institution (normative period of study is 4 years); from the age of 6 - to the preparatory class (normative period of study is 5 years).

Occupancy of the class (group), extended day group? up to 12 people.

The transfer of pupils to mass general educational institutions is carried out as deviations in their development are corrected after receiving primary general education.

In order to clarify the diagnosis, the pupil can stay in a correctional institution of the 7th type for one year.

In order to correct deviations in the development of pupils and eliminate gaps in knowledge, individual and group (no more than 3 pupils) correctional classes are conducted.

Pupils with speech disorders receive speech therapy assistance in specially organized speech therapy classes (individually or in a group of 2-4 people).

The position of speech therapist is being added to the staff of a correctional institution (at the rate of at least one unit per 15-20 pupils).

3. The main directions of correctional and pedagogical work with children with mental retardation in general educational institutions

As the results of a comprehensive medical and psychological-pedagogical study of children conducted at the Institute of Correctional Pedagogy (Research Institute of Defectology) of the Russian Academy of Education show, children with severe mental retardation (RDM) are unable to successfully master knowledge in a mass school environment.

When working with underachieving students in a public school, teachers usually take an individual approach. They try to identify gaps in the child’s educational knowledge and fill them in one way or another: they repeat the explanation of the material and give additional exercises, relatively more often use visual teaching aids and a variety of cards, organize the attention of such children in different ways, actively involve them in the collective work of the class, etc. .

Such measures at certain stages of training, as a rule, give positive results. However, in children with mental retardation, the slight gains in learning achieved in this way in most cases turn out to be only temporary; In the future, children inevitably accumulate more and more gaps in knowledge.

This necessitates the need to use specific correctional and pedagogical influences, combined with therapeutic and recreational measures, when teaching children with mental retardation. In this case, it is necessary to carry out an individual approach to children, taking into account the difficulties characteristic of each child. Educational material should be presented to children in doses, in small cognitive “blocks”; its complication should be carried out gradually. It is necessary to specifically train children to use previously acquired knowledge.

It is known that children with mental retardation get tired quickly. In this regard, it is advisable to switch students from one type of activity to another. In addition, different types of activities should be used. It is very important that the proposed types of work are performed by children with interest and emotional excitement. This is facilitated by the use of colorful visual didactic material and game moments in the classroom. The teacher is recommended to talk to the child in a soft, friendly tone and encourage him for the smallest successes. The same should be the general pedagogical approach to children with mental retardation - students in general education classes, because the temporary nature of this condition makes it possible to predict the equalization of the pace of development of this category of students in 1-2 years and their successful learning.

However, such a general pedagogical approach alone is not enough.

Special correctional work is also necessary, expressed in the systematic filling of gaps in children’s basic knowledge and practical experience, as well as in developing their readiness to master the fundamentals of scientific knowledge in the process of studying certain academic subjects. The corresponding work is included in the content of initial teaching of specific subjects in the form of children mastering preparatory sections for various topics.

While mastering the content of these preparatory sections, children with mental retardation master the knowledge and skills that their normally developing peers develop in the process of acquiring life experience. So, for example, in native language lessons, before starting to learn the name of an adjective, a child with mental retardation must learn to identify and correctly name the characteristics of objects; in connection with the latter, he needs to replenish his vocabulary with words that denote the characteristics of objects; During such additional preparatory activities, children should learn to use different grammatical forms of words.

Preparatory work cannot be limited to a short period of time at the beginning of a child’s school life; it will be necessary over several years of study, since the study of each new section of the curriculum must be based on practical knowledge and experience, which, as research has shown, children with mental retardation usually lack.

Those educational practical activities with subjects that are provided for by teaching methods in secondary schools are in most cases insufficient for children with mental retardation, since they cannot fill 169 gaps in their practical knowledge. In this regard, the formation, expansion and refinement of elementary knowledge is organically included in the program for each of the subjects studied in an educational institution.

Such clarifying and explanatory “detailing” of educational material and preliminary preparation for its mastery should be carried out, first of all, in relation to the most difficult topics to master.

The methods of work used are directly dependent on the specific content of the classes. The teacher’s constant task is to select methods that ensure the development of children’s observation, attention and interest in the subjects and phenomena being studied, etc.

But even such preparatory work for the study of cognitive material and the formation of subject-specific practical actions in individual academic subjects is often not enough. Special correctional work is needed to enrich children with a variety of knowledge about the world around them, to develop their skills of “analytical observation”, to form intellectual operations of comparison, juxtaposition, analysis and generalization, and to accumulate experience in practical generalizations. All this creates the necessary prerequisites for the formation in children of the ability to independently acquire knowledge and use it.

4. Organization and functioning of compensatory training classes

Compensatory classes can be organized in all types of educational institutions that have the personnel necessary for the work, and are opened by the educational institution at the proposal of the council of this institution.

Children who, based on the results of a medical examination carried out before entering a general education institution, do not have contraindications to studying in basic general education programs, but who show a low level of readiness for learning or experience persistent difficulties in mastering them, are sent to compensatory classes or transferred with the consent of their parents (persons replacing them). .

Compensatory classes are created, as a rule, for students at the level of primary general education. It is advisable for compensatory classes to work in an extended day. The deadlines for mastering programs in general education subjects in compensatory classes correspond to the deadlines provided for mastering primary general education programs.

The selection of children into compensatory classes on the basis of psychological and pedagogical diagnosis is carried out by a psychological and pedagogical council and is formalized by its decision. A psychological and pedagogical council is created in an educational institution by order of the director. The psychological and pedagogical council includes the deputy director for educational work, teachers of compensatory classes, other experienced teachers, a pediatrician, a speech therapist, a psychologist and other specialists. Specialists who are not employees of this institution are recruited to work in the psychological and pedagogical council on a contractual basis.

The psychological and pedagogical council determines the directions of compensatory and developmental work with students.

If appropriate conditions exist, the functions of psychological and pedagogical councils can be carried out by district (city) psychological services, rehabilitation centers for children and adolescents, and psychological, medical and pedagogical consultations.

Psychological and pedagogical diagnosis of children is carried out in the following order:

• a) organizing the collection of information about children entering school, analyzing this information and identifying children with a low level of readiness for learning;
• b) special diagnosis of children with a low level of readiness for learning, aimed at determining the degree and structure of school immaturity and its probable causes;
• c) if necessary, collecting additional diagnostic information about children during the period of their initial adaptation to an educational institution (during the first half of the year) on the basis of in-depth experimental psychological research conducted by a psychologist.

The occupancy of compensatory training classes is 9-12 people.

The daily routine for students in compensatory classes is established taking into account their increased fatigue. It is advisable: organization of daytime sleep, two meals a day, necessary medical and health measures.

Students who have mastered the programs of general education subjects in compensatory classes, by decision of the psychological and pedagogical council, are transferred to the appropriate class of the general education institution, working according to the basic general education programs.

In the absence of positive dynamics of development, in conditions of compensatory training, students in the prescribed manner are sent to the psychological, medical and pedagogical commission to decide on the forms of their further education. This differentiation of the student population is carried out during the first year of study.

Organization of the educational process in compensatory education classes Programs in general education subjects in compensatory classes are developed on the basis of basic general education programs, taking into account the characteristics of students. An integral part of the program in compensatory classes is special training for work on appropriate correctional programs.

To conduct self-training and individual work with students in an extended day, along with educators, teachers can be hired on additional payment terms. The expediency of such classes, their forms and duration are determined by a psychological and pedagogical council.

For the work of compensatory classes in an extended day, a room is equipped that is suitable for classes, rest and daytime sleep.

Corrective pedagogical work, carried out with the aim of forming knowledge and ideas about the environment, serves as one of the means of enhancing the cognitive activity of students and increasing the level of their overall development.

In addition, it is important for the development of coherent speech in students with mental retardation. Such work contributes, first of all, to clarifying the content (semantic) side of speech in connection with the improvement and expansion of ideas and concepts and the acquisition by children of lexico-grammatical linguistic means of their verbal designation. During oral statements about understandable, easily perceived life phenomena, children master various forms and components of speech (correct pronunciation, vocabulary of their native language, grammatical structure, etc.).

Teachers must take into account that the speech of children with mental retardation is not sufficiently developed. This is primarily due to speech underdevelopment, expressed to one degree or another, which is noted in the majority of children with mental retardation. Children do not understand many words and expressions (or interpret them incorrectly), which naturally makes it difficult to master educational material. Program requirements suggest that students' answers in class must be correct not only in substance, but also in form. This, in turn, assumes that students must use words in their exact meanings, construct sentences grammatically correctly, clearly pronounce sounds, words and phrases, and express their thoughts logically and expressively. It is necessary to provide the child with the opportunity every day to speak out about the work done, observations made, books read, etc., as well as answer the teacher’s questions about the educational material in compliance with all the basic requirements for verbal communication.

Basic literature

• 1. Current issues in the diagnosis of mental retardation / Ed. K.S. Lebedinskaya. - M., 1982.
• 2. Children with mental retardation / Ed. T.A. Vlasova, V.I. Lubovsky, N.A. Tsypina. - M., 1993.
• 3. Children with disabilities: problems and innovative trends in training and education. Reader for the course “Correctional pedagogy and special psychology” / Comp. N.D. Sokolova, L.V. Kalinnikova. - M., 2001. Section V. Chapter 1.
• 4. Corrective pedagogy in primary education / Ed. G.F. Kumarina. - M., 2001.
• 5. Markovskaya I.F. Mental retardation (clinical and neuropsychological characteristics). - M., 1993.
• 6. Education of children with mental retardation / Ed. V.I. Lubovsky and others - Smolensk, 1994.
• 7. Ulienkova O.N. Children with mental retardation. - N. Novgorod.

Further reading

• 1. Boryakova N.Yu. Steps of development. Educational and methodological manual. - M., 2000.
• 2. Luskanova N.G. Diagnostics of the intellectual development of children 6-8 years of age. Modified version of Wexler’s technique // Workshop on pathopsychology. - M., 1987, p. 157-167.
• 3. Shevchenko S.G. Corrective and developmental training. Organizational and pedagogical aspects. - M., 1999.174
• 4. Shevchenko S. G. Variable forms of education for children with learning difficulties in public schools // Defectology. - 1996. - No. 1.
• 5. Ulyenkova U. V. Six-year-old children with mental retardation. - M., 1990.

Oksana Aleksandrovna Makarova, senior lecturer at the Department of Psychology, Kazan (Volga Region) Federal University, Elabuga [email protected]

Aspect analysis of mental retardation in Russian psychology

Annotation. The article is devoted to the issue of studying in Russian psychology such a problem as mental retardation. The author analyzes the classifications of different authors, the features of the manifestation of various variants of this deviation in children. Key words: mental retardation, infantilism, deprivation, hyperactivity, asthenia.

Mental retardation (MDD) is a psychological and pedagogical definition for the most common deviation in psychophysical development among all children. According to various authors, in the pediatric population, from 6 to 11% of children with mental retardation of various genesis are detected. Delayed mental development refers to the “borderline” form of development and is expressed in a slow rate of maturation of various mental functions. In general, this condition is characterized by heterochronicity (multiple times) of manifestations of deviations and significant differences both in the degree of their severity and in the prognosis of consequences. Initially, the problem of mental retardation in domestic research was substantiated by clinicians. The term “mental retardation” was proposed by G.E. Sukhareva. The phenomenon under study is characterized, first of all, by a slow pace of mental development, personal immaturity, mild impairments of cognitive activity, different in structure and quantitative indicators from oligophrenia, with a tendency towards compensation and reverse development. For the mental sphere of a child with mental retardation, a combination of deficient functions and intact ones is typical. Partial (partial) deficiency of higher mental functions may be accompanied by infantile personality traits and behavior of the child. At the same time, in some cases, the child’s ability to work suffers, in other cases, voluntariness in organizing activities, in others, motivation for various types of cognitive activity, etc. In the dictionary N.V. Novotortseva “Correctional pedagogy and special psychology,” mental retardation is defined as “a disruption of the normal rate of mental development, manifested in a slow rate of maturation of the emotional-volitional sphere, in intellectual deficiency (the child’s mental abilities do not correspond to his age).” V.V. Lebedinsky speaks about this in his book “Disturbances of mental development in childhood.” With mental retardation, “in some cases, a delay in the development of the emotional sphere (various types of infantilism) will come to the fore, and disturbances in the intellectual sphere will not be clearly expressed. In other cases, on the contrary, a slowdown in the development of the intellectual sphere prevails.” In the book by L.G. Mustaeva “Correctional pedagogical and socio-psychological aspects of accompanying children with mental retardation”, the general term of mental retardation includes “states of mild intellectual disability, characterized by a slow rate of mental development, personal immaturity, mild impairments of cognitive activity and the emotional-volitional sphere.” The concept of “mental retardation” is used in relation to children with minimal organic damage or functional insufficiency of the central nervous system, as well as those who have been in conditions of social deprivation for a long time. This category was singled out due to a sharp increase in the number of persistently underachieving children caused by the school's transition to new, more complex training programs. A comprehensive and systematic study of mental retardation began in domestic defectology in the 60s of the twentieth century and continues to this day. One of the issues of paramount importance is the determination of criteria for differentiating mental retardation from mild variants of mental retardation. The following factors are fundamental in this regard: 1. Partiality of mental underdevelopment: in children with mental retardation, along with impaired or immature mental functions, preserved, while how mental retardation is characterized by the totality of mental underdevelopment. 2. Ability to learn according to general education programs: children with mental retardation can master educational material at the level of a general education secondary school, subject to reasonable distribution of the load, organization of a special training regime and taking into account individual characteristics. 3. Sufficiently high susceptibility for help: schoolchildren with mental retardation, as a rule, are able to take advantage of indirect help from the teacher in the form of leading questions, clarification of assignments, preliminary exercises, organization of educational activities, etc. 4. The ability to logically transfer acquired knowledge and acquired skills to new conditions : children with mental retardation can use the learned way of acting in changed conditions, which is very difficult to do for a mentally retarded child. Thus, children with mental retardation retain the prerequisites for mastering educational material in general education programs, subject to an individual and differentiated approach to them. However, it should be remembered that “mental retardation” is a concept that unites conditions that differ from each other in a number of ways. Next, we will separately dwell on the characteristics of the types of ZPR presented in the literature. Special studies have shown a clinical variety of variants of mental infantilism observed in almost 12% of observed children - primary school students in public schools. So M.S. Pevzner published a classification of mental retardation, including the following clinical variants: – psychophysical infantilism with underdevelopment of the emotional-volitional sphere in children with intact intelligence (uncomplicated harmonic infantilism); – psychophysical infantilism with underdevelopment of cognitive activity; – psychophysical infantilism with underdevelopment of cognitive activity, complicated by neurodynamic disorders; psychophysical infantilism with underdevelopment of cognitive activity, complicated by underdevelopment of speech function. In subsequent years, when examining children with learning difficulties and mild developmental disabilities, a clinical diagnosis of mental retardation was increasingly made in cases where emotional-volitional immaturity was combined with insufficient development of the cognitive sphere of non-oligophrenic origin. As causes leading to mental development delays M.S. Pevzner and T.A. Vlasova, the following were identified. Unfavorable course of pregnancy associated with: – maternal illnesses during pregnancy (rubella, mumps, influenza); – chronic somatic diseases of the mother that began before pregnancy (heart disease, diabetes, thyroid diseases); – toxicoses , especially in the second half of pregnancy; – toxoplasmosis; – intoxication of the mother’s body due to the use of alcohol, nicotine, drugs, chemicals and drugs, hormones; – incompatibility of the blood of mother and fetus according to the Rh factor. Pathology of childbirth: – injuries due to mechanical damage to the fetus when using various obstetric aids, such as forceps, for example; – asphyxia of newborns and its threat. Social factors: – pedagogical neglect as a result of limited emotional contact with the child both in the early stages of development (up to three years) and in later age stages. An important stage in the study of children with mental retardation was the research of K. WITH. Lebedinskaya and the staff of her laboratory in the 70–80s. Based on the etiological principle, they identified four main types of mental retardation: mental retardation of constitutional origin; delayed mental development of somatogenic origin; mental retardation of psychogenic origin; delayed mental development of cerebral-organic origin. With delayed mental development of constitutional origin (harmonic, uncomplicated mental and psychophysical infantilism), infantilism of appearance often corresponds to an infantile body type with childish plasticity of facial expressions and motor skills. The emotional sphere of these children is, as it were, at an earlier stage of development, corresponding to the mental makeup of a child of a younger age: brightness and liveliness of emotions, the predominance of emotional reactions in behavior, play interests, suggestibility and lack of independence. These children are tireless in play, in which they show a lot of creativity and invention, and at the same time quickly get fed up with intellectual activity. Therefore, in the first grade of school, they sometimes have difficulties associated with both a lack of focus on long-term intellectual activity (they prefer to play in class) and an inability to obey the rules of discipline. Such an “infantile” constitution can also be formed as a result of non-rude, more part of metabolic diseases suffered in the first year of life. In addition, according to the type of psychophysical infantilism (constitutional origin), a trivariate of ZPR is distinguished. 1. Harmonic infantilism is, as it were, a nuclear form of mental infantilism, in which the features of emotional-volitional immaturity appear in their purest form and are often combined with an infantile body type. Such a harmonious psychophysical appearance, the frequency of family cases, and the non-pathological nature of mental characteristics suggest a predominantly congenital constitutional etiology of this type of infantilism. However, often the origin of harmonious infantilism can be associated with mild metabolic disorders, intrauterine or in the first years of life. In these cases we are talking about an exogenous phenocopy of constitutional infantilism of genetic origin. In terms of their physical and psychological characteristics, children lag behind their peers by 2–3 years. They are, as a rule, short, fragile, somewhat pale, spontaneous, cheerful, curious, and tireless in play. They already have a fairly pronounced desire to know everything, but it manifests itself in a form that is more reminiscent of the period of “why” in children 4–5 years old, i.e. in fact, the child is still just mastering individual mental operations: he holds his attention on some object, phenomenon or process, asks a question and, possibly, comprehends the answer. At this stage of mental development, he forms ideas about the laws of the structure of the surrounding world, and higher mental processes begin to interact. And all this against the backdrop of the leading activity - a role-playing game. Properly goal-oriented, active cognition has not yet been formed. Psychologically, these children are not ready, and therefore are not capable of the long-term volitional efforts necessary to master complex educational material and obey school requirements. Sometimes they behave in the classroom the same way as in a kindergarten group or at home, they can be capricious, not respond to comments, and are not touchy. Significant disturbances in perception, attention, memory, imagination, speech, and thinking are not observed with harmonious infantilism. However, these processes function as if independently from each other, not yet interacting at the level necessary for the full assimilation of educational knowledge. It is extremely undesirable to send such a child to school early (6–6.5 years). It's better to leave him in kindergarten for another year. In this case, the popularly known expression “give the opportunity to play enough” is not without pedagogical meaning. If a child with harmonious infantilism is still studying in a school class, one should carefully consider the pedagogical tactics of an individual approach, taking into account the peculiarities of his intellectual activity and emotional-volitional sphere. 2. Disharmonic mental infantilism, as a rule, the cause of this variant of mental retardation is mild brain damage in the early stages of development. Some children experience a lag in physical status. The main characteristic is a slowdown in personal maturation, and the emotional-volitional sphere and behavior are characterized by mild pathological properties: instability, emotional excitability, deceit, a tendency to demonstrative behavior, lack of a sense of responsibility and stable attachments, decreased self-criticism and increased demands on others, conflict, pugnacity, greed , selfishness. All these traits have a very negative impact on relationships with others. It should be noted that correction of this variant of mental retardation is very difficult. Sometimes additional medication and competent psychological and pedagogical support are required. One should gradually develop the skills of voluntary behavior, volitional regulation of actions, independence, and responsibility. At the same time, it is necessary to monitor the completeness of the child’s assimilation of the studied material so that gaps in knowledge do not appear. It is important to maintain a warm and friendly attitude towards such children on the part of parents, teachers and peers. Then the negative character traits will gradually smooth out. Conversely, with constant negative attitudes from adults and peers, character and behavior disorders can become entrenched. 3. Psychophysical infantilism with endocrine insufficiency, this option is less common than others. Such children also lag behind in the pace of physical development, but, in addition, their physique is dysplastic, their psychomotor skills are not sufficiently formed: movements are often awkward, clumsy, their switchability, coordination, accuracy, and consistency are impaired. Peers often ridicule their external shortcomings; children experience this hard, but strive to communicate and do not avoid participating in events. As a rule, they are timid, fearful, and attached to loved ones. They are characterized by slow involvement in work, increased distractibility, lack of initiative, flexibility and vividness of imagination. The pace of mental activity is slow. All this causes difficulties in educational activities and rather complex interpersonal relationships, low social adaptation. Corrective work requires mandatory psychological support. It is highly desirable to include such a child in training groups. Pedagogical support involves instilling independence, responsibility, confidence, determination, etc. However, in no case should these children be required to intensify the pace of activity. Their slowness is due to the peculiarities of the biochemical organization of the brain, which cannot be changed. Your attempts to force your baby to act faster will lead to the fact that the child will find himself in a stressful situation, which can cause him various reactions - from hysteria to stupor.

With somatogenic mental retardation, emotional immaturity is caused by long-term, often chronic diseases, heart defects, chronic pneumonia, tonsillitis, sinusitis, severe allergic conditions, pathology of internal organs, etc. These diseases cause chronic intoxication (poisoning) of the body and lead to a decrease in physical and mental tone, activity, level of resistance to stress (including mental stress), and performance. In addition, metabolic disorders that occur during chronic intoxication of the body with harmful substances formed in the focus of chronic infection affect the rate of maturation of the nervous system and can lead to a slight delay in the development of the brain (primarily regulatory systems), to a delay in the maturation of the emotional-volitional sphere. Chronic physical and mental asthenia inhibits the development of active forms of activity, contributes to the formation of such personality traits as timidity, fearfulness, capriciousness, self-doubt associated with a feeling of physical inferiority. These same properties are largely determined by the creation of a regime of restrictions and prohibitions for the child. Thus, to the phenomena caused by the disease is added artificial infantilization caused by conditions of overprotection. Immaturity of the emotional-personal sphere in such children is noted even in preschool age, manifesting itself in the form of increased sensitivity, impressionability, fear of new things, excessive attachment to loved ones (especially to the mother ) and pronounced inhibition in contacts with strangers, up to the refusal of verbal communication. Parents, as a rule, correlate these manifestations of infantilism with the general painful state of the child, sympathize with him, feel sorry for him, take care of him, protect him from unnecessary stress, sometimes limit contacts with peers, and, if possible, try to follow his desires and whims. At the same time, they tend to believe that at school everything will change by itself, and the child, in the course of educational activities, will “catch up” with his peers, mature emotionally and personally, especially since the prerequisites for intelligence (memory, attention, perception, speech, thinking, imagination) such children usually fit within the age norm. However, already in the first months of school, somatically weakened children may be among the unsuccessful, maladapted for a number of reasons: systematic study load and long (almost daily for several hours in a row) stay in the children's group turn out to be too much for them; difficulties in adapting to school are directly related to the immaturity of the emotional and personal sphere: lack of independence, fearfulness, timidity, dependence on adults, increased impressionability, tearfulness, which significantly increase due to overwork; the actual educational activity of such children at the beginning of school turns out to be unformed; Frequent illness can also lead to quite serious knowledge gaps. Delayed mental development of psychogenic origin is typical for children who do not have any abnormalities in the functioning of the central nervous system or somatic sphere, but are brought up in conditions unfavorable for mental development, causing “mental deprivation.” Mental deprivation is a pronounced infringement (lack) of vital mental needs. The social genesis of this developmental anomaly does not exclude its pathological nature. As is known, with the early onset and long-term effect of a psychotraumatic factor, persistent shifts in the neuropsychic sphere of the child can occur, causing the pathological development of his personality. Thus, in conditions of neglect, pathological development of the personality can form with delayed mental development of the type of mental instability: inability to inhibit one’s emotions and desires, impulsiveness, lack of a sense of duty and responsibility. This type of mental retardation should be distinguished from the phenomena of pedagogical neglect, which do not represent a pathological phenomenon, but are limited by a deficit of knowledge and skills due to a lack of intellectual information. In conditions of overprotection (a variant of abnormal personality development according to the type of family idol) psychogenic delay emotional development is manifested in the formation of egocentric attitudes, inability to exert volition, work, and an attitude towards constant help and guardianship. The child is not instilled with the traits of independence, initiative, and responsibility in a situation of improper, pampering upbringing. In psychotraumatic conditions of upbringing, where cruelty or crude authoritarianism predominates, the formation of a personality of a neurotic type often occurs, in which delayed mental development will manifest itself in a lack of initiative and independence, in timidity , timidity. The specifics of the consequences of mental deprivation largely depend on the age stage of the child’s development, which occurred in unfavorable sociocultural conditions. During infancy, sensory (stimulus) deprivation can be observed. At this age, emotional and sensory stimulation literally causes the formation of mental new formations. It is important that the baby is surrounded by affection, attention, care from loved ones, that they communicate with him a lot, take him in your arms, bathe him, give him a massage, etc. A child who has not received enough sensory stimuli in infancy is not distinguished by plasticity and mental vivacity operations. Such children will have rather low cognitive activity. An independent option or a continuation of the previous one can be cognitive deprivation. In early and preschool childhood, the child feels the need for incentives for the development of the prerequisites for intellectual activity: perception, attention, memory, speech, thinking. To implement them, an appropriate sociocultural environment is required, in which a variety of subjects, objects, phenomena and actions of adults are concentrated. Children who grew up in conditions of an acute lack of stimuli for cognitive development are characterized by a poor vocabulary, violations of the grammatical structure of speech, and a paucity of ideas. They are characterized by difficulties concentrating attention, remembering, fragmented perception, weakening of mental activity. The impact of social deprivation on the developing psyche of the child is unique. Entering from the first weeks of life into sociocultural interaction with adults, the child more and more discovers the boundaries of the world, identifies and compares himself with others. In conditions of social deprivation, the child either does not see his life prospects, or the picture of the world seems very distorted to him. The prerequisites for social deprivation, as a rule, are conditions of hypoprotection or hyperprotection from the age of one year to 6–7 years. The majority of children experiencing hypoprotection are brought up in families of persons who abuse alcohol or drugs, mentally retarded or mentally ill parents, persons with unlawful behavior, etc. Delayed mental development of cerebral-organic origin is of the greatest importance for the clinic and special psychology due to the severity of the manifestations and the need, in most cases, for special measures of psychological and pedagogical correction. This type of mental retardation is more common than other described types. A study of the anamnesis of these children in most cases shows the presence of a mild organic deficiency of the nervous system, more often of a residual nature. Causes of cerebral-organic forms of mental retardation (pathology of pregnancy and childbirth: severe toxicosis, infections, intoxications, incompatibility of the blood of mother and fetus according to Rh, ABO and other factors, prematurity, asphyxia and trauma during childbirth, postnatal neuroinfections, toxic-dystrophic diseases and injuries of the nervous system in the first years of life), as can be seen, are to some extent similar to the causes of mental retardation. This similarity is determined by organic damage to the central nervous system in the early stages of ontogenesis. Whether we are talking about pronounced and irreversible mental underdevelopment in the form of mental retardation or only a slowdown in the rate of mental maturation will depend primarily on the massiveness of the lesion. Another factor is the timing of the lesion. Delayed mental development is much more often associated with later, exogenous brain damage, affecting a period when the differentiation of the main brain systems is already significantly advanced and there is no danger of their gross underdevelopment.

Such children often experience a delay in the formation of static functions, walking, speech, neatness skills, and stages of play activities. Signs of a slowdown in the rate of maturation are often detected already in early development and concern almost all areas. In the somatic state, along with frequent signs of delayed physical development (underdevelopment of growth, muscles, lack of muscle and vascular tone), general malnutrition is often observed, which does not allow excluding the pathogenetic role of disorders vegetative regulation of trophic and immunological functions; Various types of body dysplasticity may also be observed. In a neurological condition, disorders of cranial innervation and the phenomenon of vegetative-vascular dystonia often occur. In cases of delayed mental development due to postnatal harm (infections, intoxications and injuries) suffered in the first 3–4 years of life, it is possible observe the presence of a temporary regression of acquired skills and their subsequent instability. The predominance of later stages of damage determines, along with the phenomena of immaturity, the almost constant presence of signs of damage to the nervous system. Therefore, in contrast to oligophrenia, the structure of mental retardation of cerebral-organic origin almost always contains a set of encephalopathic disorders (cerebrasthenic, neurosis-like, psychopathic-like), indicating damage to the nervous system. The basis of cerebral-organic developmental delay are pronounced variants of the so-called minimal cerebral dysfunction (MMD) - relatively mild variants of pathology of the cerebral nervous system that arise as a result of damage to brain tissue, have a residual (residual) nature and are expressed in disruption of the formation of structural and functional systems of the brain. During early and preschool childhood, manifestations of MMD are expressed mainly in the form of motor, emotional and autonomic disorders. Along with this, scattered neurological symptoms are noted: mild stuttering, tics, asymmetry in the strength of movements, erased or severe dysarthria (blurredness, unclear speech). And this may subsequently lead to distortion of cognitive activity. Such children have instability of attention, insufficient development of visual and tactile perception, phonemic hearing, optical-spatial analysis and synthesis, motor and sensory aspects of speech, long-term and short-term memory, visual-motor coordination, mental activity , limited knowledge and insufficient differentiation of ideas, disruption of the organization of activities, difficulties in developing learning skills. At the same time, there is a certain partiality, a mosaic pattern of violations of individual cortical functions with the relative safety of others. This determines the significant heterogeneity of the category of children with mental retardation, which, in turn, requires the individualization of their education, correction and development.

Such manifestations rarely alarm adults or prompt them to take drastic measures to prepare the child for school - intensive training in the development of higher mental processes, the formation of volitional qualities, etc. However, such measures, as a rule, do not lead to the desired result, and in the worst cases cause an exacerbation of brain symptoms. insufficiency. However, children with MMD are not so clearly distinguished from their peers in preschool age. The “heyday” of manifestations of residual brain insufficiency occurs during the period of primary school education and is characterized by extremely rapid depletion of the tone of mental activity, expressed in a kind of “cyclicality” of brain function: i.e. Due to rapid fatigue in the process of mental activity, children periodically “disconnect” from the productive processing of educational material, which determines the “mosaic” nature of knowledge acquisition. Often this feature is combined with immaturity of cognitive functions, which further aggravates academic failure. As L.G. points out. Mustaeva, in older preschool age, weaknesses in volitional regulation, concentration and focus of attention, insufficient coordination of fine motor skills, underdevelopment of the lexicogrammatical structure of speech, and weak expression of intellectual interests are especially noticeable. In the absence of adequate pedagogical assistance, schoolchildren in this group with problems of school maladaptation and persistent academic failure often end up as students auxiliary school. Emotional-volitional immaturity in this form of mental retardation is presented in the form of organic infantilism, the manifestations of which correlate with two typological variants of MMD.1. Asthenic type of MMD (inhibited variant of organic infantilism). It includes children with severe mental fatigue. In this case, signs of physical fatigue may be absent. During one lesson, depending on the complexity and intensity of the presentation of educational material, “deviations” from its productive processing occur up to 6–8 times. Moreover, outwardly, the child can continue the activity he has started: reads without understanding the meaning of what he read, listens to the teacher without perceiving the essence of the presentation, etc. Signs of overwork can also appear externally. Such children are characterized by a rather meager vocabulary, weak associative processes, and a low level of attention switching. Therefore, it is difficult for them to follow the fast pace of presentation of educational material and maintain an informative conversation. If such difficulties arise, they tend to withdraw and “go into a stupor.” Due to their intact ability to criticize, these children are aware of their academic failure and the discrepancy between their achievements and their parents’ expectations. Therefore, they are characterized by low mood, inadequately low self-esteem, and even aversion to school and academic activities.2. Reactive (hyperactive) type of MMD (unstable variant of organic infantilism). Outwardly, these are extremely disorganized, impulsive children with painfully increased motor activity: the child is constantly on the move, cannot sit still, fusses, and is distracted. His actions are often unfocused and meaningless. It seems that everything that comes to the attention of such a child irresistibly attracts him: he constantly fiddles with something, touches it, takes it, touches it, and quite often manages to break, tear, smash, and dirty things that fall into his hands. Scientists associate this condition, first of all, with the insufficient development of those brain systems that provide targeted attention and are responsible for a certain level of wakefulness necessary for full inclusion in activities. The child cannot concentrate on something for a long time or do anything consistently and purposefully. These features are combined with impaired performance, insufficiency of higher mental processes. Thus, the cerebral-organic form of mental retardation is represented by two, quite different, variants of organic infantilism. At the same time, the following allows us to unite these children into one clinical group: – the commonality of the mechanisms underlying MMD (the organic nature of the disorder); – increased fatigue in the process of mental activity, expressed in cyclical periods of productive processing of educational information and leading to problems in mastering program material ;–high persistence of manifestations compared to previous forms of ZPR. Thus, we examined a number of classifications of ZPR. In the taxonomy of ZPR Vlasova T.A. and Pevzner M.S. There are two main forms: infantilism and asthenia.

The first clinical classification of mental retardation was proposed by M.S. Pevzner, it distinguished two main variants: mental retardation with a predominance of signs of mental infantilism and mental retardation due to persistent cerebroasthenia. M.S. Pevzner proposed a classification that includes four clinical variants of mental retardation: uncomplicated harmonic infantilism; psychophysical infantilism with underdevelopment of cognitive activity; psychophysical infantilism with underdevelopment of cognitive activity, complicated by neurodynamic disorders; psychophysical infantilism with underdevelopment of cognitive activity, complicated by underdevelopment of speech function. There is also a later version of the classification of mental retardation, it was proposed by K.S. Lebedinskaya, the causality of the mechanisms of mental development disorders based on the etiopathogenetic principle was taken as a basis. Here, as before, four forms of mental retardation are distinguished: constitutional origin, somatogenic, psychogenic, cerebral-organic. Analysis of psychological and pedagogical literature allows us to conclude that there is some relationship between the two classifications. Psychophysical infantilism with underdevelopment of the emotional-volitional sphere with intact intelligence, according to the classification of M.S. Pevzner, has similar features with ZPR of constitutional origin, one of the forms of which is harmonious infantilism. But with the first form of ZPR, according to the classification of K.S. Lebedinskaya, other forms of ZPR are similar, according to the classification of M.S. Pevzner. However, it should be remembered that the creation of these classifications was based on different principles.

Links to sources 1. Strebeleva E.A. Special preschool pedagogy. –M.: Academy, 2002.–312 pp. 2. Sukhareva G. E. Lectures on childhood psychiatry. Favorite chapters. –M.: Medicine, 1974. –320 p. 3. Correctional pedagogy and special psychology: Dictionary / Comp. N.V. Novotortseva. – St. Petersburg: KARO, 2006. – 144 p. 4. Lebedinsky V. V. Mental development disorders in childhood. – M.: Academy, 2003. – 144 p. 5. Ibid. 6. Mustaeva L.G. Correctional pedagogical and socio-psychological aspects of accompanying children with mental retardation. – M.: ARKTI, 2005. – 52 p. 7. Aksenova L.A., Arkhipov B.A., Belyakova L.I. and others. Special pedagogy. – M.: Academy, 2006. – 400 pp. 8. Mustaeva L.G. Decree. op. 9. Lebedinskaya K. S. Basic issues of the clinic and taxonomy of mental retardation // Defectology. – 2006. –No. 3.–S. 15–27.10. Pevzner M.S. Clinical characteristics of children with mental retardation // Defectology. –1972. –No. 3. –P.3–9.11. Vlasova T.A., Pevzner M.S. About children with developmental disabilities. – M.: Pedagogy, 1973. – 173 p. 12. Kuznetsova L.V., Peresleni L.I., Solntseva L.I. and others. Fundamentals of special psychology. –M.: Academy, 2003. –480 p. 13. Vilshanskaya A.D. Defectological support for students with mental retardation in the context of the correctional developmental education system // Defectology. – 2007. – No. 2. – P. 50–57.14. Mustaeva L.G. Decree. Op. 15. Ibid. 16. Ibid. 17. Lebedinsky V.V. Decree. op. 18. Ibid. 19. Mustaeva L.G. Decree. Op.20. Vilshanskaya A.D. Decree. op. 21. Mustaeva L.G. Decree. Op.22. Markovskaya I.F. Types of regulatory disorders in mental retardation (based on a report at a conference dedicated to the 80th anniversary of K.S. Lebedinskaya) // Defectology.–2006. – No. 3. – P. 28–34.23. Mustaeva L.G. Decree. op.

MakarovaOksana, Senior lecturer of the Department of psychology of the Kazan (Volga) Federal University, [email protected] analysis of delay of mental development in the national psychologyAbstract.The article is dedicated to the problem of studying in the national psychology of such a problem as the delay of mental development. The author analyzes the classification of the different authors, peculiarities of different variants of this deviations in children. Keywords: delay of mental development, infantilism, deprivation, hyperactivity, asthenia.

Gorev P. M., Candidate of Pedagogical Sciences, editor-in-chief of the magazine “Concept”; Utemov V. V., Candidate of Pedagogical Sciences