“Formation of ideas about the world around us in children of primary school age with intellectual disabilities. Information technology as an effective means of educating preschool children

RUSSIAN FEDERATION

IRKUTSK REGION

MUNICIPAL FORMATION "THE CITY OF SVIRSK"

Municipal educational institution

"Secondary school No. 2 of Svirsk"

Pedagogical representation per student

FULL NAME. student: Menshova Natalya Nikolaevna,

Born on April 17, 2006,

residing at:

Svirsk, Trudovaya street 6, apt. 58.

Awareness about yourself and your family: Natasha knows her first and last name, age. She only knows the names of her mother, father, grandmother, sister, but does not know her middle name, place of work and who they work for, she knows her and her parents’ birthday, and finds it difficult to say the age of her parents. Can give home address.

Knowledge and ideas about the environment: Natasha does not have enough knowledge about the world around her; she knows the seasons, but confuses their distinctive features, identifies domestic and wild animals, and some plants. Topics that are related to household features. Experiences difficulties in establishing simple cause-and-effect relationships between phenomena of reality. Can't cope with independent work. Doesn't assimilate program material.

Motor development: Very low level of motor development; has difficulty writing, does not follow the line, writes large, the letters are angular, clumsy, writes many connections incorrectly, does not know how to use scissors, does not know how to cut straight, has difficulty tracing a template. In technology lessons, he fails to cope with the educational task. Performs tasks only under the guidance of a teacher.

Speech development: The child is studying with a speech therapist. Oral speech is poorly developed, sentences are constructed incorrectly, vocabulary is poor . Because of this, she cannot respond in a timely manner and it is difficult for her to give a complete answer. It is difficult for Natasha to express her judgment, to draw her logical conclusion.

Attitude towards school and educational activities (desire to go to school, favorite and least favorite subjects, attitude towards grades, duplication of training, etc.):

Educational and cognitive motivation is extremely poorly developed. There is low level of attention in the lessons, he gets tired quickly, he completes all tasks only with the help of the teacher, and often does not have time to complete the work. The work started is not completed, the ability to exert volition is reduced. Favorite subjects have not been identified; he has difficulties in the lessons of technology, fine arts, computer science, English, and when preparing work in a notebook. Natasha has insufficiently developed skills and abilities to master the educational material.

Formation of educational skills:

mathematics: Does not have counting skills, does not know how to write and compare multi-digit numbers, does not name the next and previous number, solving examples is difficult even when using the “number tape”. Does not know geometric figures, cannot draw segments of a given length, or determine perimeter and area. Doesn't raise his hand when counting verbally. Does not solve simple problems, experiences great difficulties in formatting a problem in a notebook (does not see the parts and the whole of the problem, he just copies the design purely mechanically from the board). It cannot work with named numbers at all. Confuses plus and minus signs, greater than, less than.

on reading: Reading technique - 48 words. When reading, he makes many mistakes, cannot determine the genre of a work without the help of others, memorizes it by heart for a long time, does work in a notebook carelessly and with a large number of errors.

In Russian: He copies texts, making many mistakes; he takes dictation purely mechanically. He does not learn vocabulary words, does not think about the spelling of words, cannot perform morphological analysis of words even using an algorithm, and cannot do syntactic analysis of a sentence on his own. When analyzing words by composition, one is limited to the mechanical selection of all parts of the word. He cannot and does not want to write essays and presentations.

Formation of school-significant skills:

There is no ability to plan one’s activities and work concentratedly. It only works when a teacher stands nearby and guides her. Feels anxious in class. Rarely participates in lessons and cannot immediately answer questions posed. Poorly understands the meaning of the task. Experiences difficulties in the transition from oral to written forms of work.

Ability to understand instructions. Natasha doesn't understand training instructions, cannot work independently, has to repeat the task several times.

Attitude towards failure: Gets upset.

Pace of work: Very low

Features of family education (from conversations with parents) Natasha is being brought up in a complete family. Dad and mom work. They make good contact with the school, are ready to cooperate, attend meetings regularly, and listen to all advice. Natasha is provided with all school supplies and has a lot of children's literature and encyclopedias. She attends all children's events, concerts, and theater. Parents are interested in learning and help with homework. The child’s capabilities are assessed objectively. Natasha is polite and tactful with adults. She is always calm and friendly with her classmates.

Natasha did not master the primary school curriculum in basic subjects well. I recommend training using a lightweight program.

Head teacher

Classroom teacher

480 rub. | 150 UAH | $7.5 ", MOUSEOFF, FGCOLOR, "#FFFFCC",BGCOLOR, "#393939");" onMouseOut="return nd();"> Dissertation - 480 RUR, delivery 10 minutes, around the clock, seven days a week and holidays

Kosymova Antonina Nikolaevna. Study and correction of ideas about the world around junior schoolchildren with intellectual disabilities: dissertation. ...cand. psychol. Sciences: 19.00.10 Irkutsk, 2006 193 p. RSL OD, 61:07-19/46

Introduction

CHAPTER 1 Ontogenesis of ideas about the world around us in children with normal and impaired intellectual development

1.1. Psychological interpretation of ideas about the surrounding world and their ontogenesis in normally developing children

1.2. Features of ideas about the world around us and ways to correct them in children with intellectual disabilities 30

1.3. Chapter 49 Conclusions

CHAPTER 2 Diagnostics of ideas about the surrounding world and their characteristics in normally developing primary schoolchildren

2.1. Problems of diagnosing ideas about the world around children 50

2.2. Methodology Children's Image of the World (HOME): development and testing... 57

2.3. Characteristics of ideas about the world around us in younger schoolchildren with normal intellectual development 72

2.4. Chapter 95 Conclusions

CHAPTER 3 Characteristics of ideas about the world around us in younger schoolchildren with intellectual disabilities and correction of their deficiencies

3.1 Characteristics of verbal representation of ideas about the world around us in children with intellectual disabilities... 97

3.2. Features of figurative representation of ideas about the surrounding world in children with intellectual disabilities 119

3.3. Methodology for correcting ideas about the world around us and analyzing its effectiveness 141

3.4. Chapter 156 Conclusions

Conclusion 158

Bibliography

Introduction to the work

Relevance of the problem. A complete understanding of the world around us is extremely important for successful socialization. They can be considered among the key competencies of a child. Deficiencies in ideas in children with intellectual disabilities were noted in many works of domestic defectologists (L.S. Vygotsky, I.G. Eremenko, A.I. Lipkina, M.M. Nudelman, V.G. Petrova, I.M. Soloviev, N.M. Stadnenko, Zh.I. Shif, etc.). Modern researchers pay a lot of attention to the issues of children’s knowledge of various aspects of the surrounding natural and social world (I.M. Bgazhnokova, S.T. Eralieva, N.V. Matveeva, L.Yu. Shamko, S.G. Shevchenko, etc.). To expand and clarify ideas about the environment, the latest computer technologies are used (O.I. Kukushkina). At the same time, psychological mechanisms for improving holistic ideas about the world around us in younger schoolchildren with intellectual disabilities were not a separate subject of research, although they are important for the implementation of a competency-based approach to learning.

In solving a problem that is relevant for the current stage of development of special education - individualization of the process of support aimed at increasing the level of psychosocial development of the child (E.L. Goncharova, I.A. Korobeinikov, N.N. Malofeev, etc.) an important role belongs to the psychologist. Ideas about the environment can be considered as an object of psychological correction. But at present, practical psychologists do not have information about the individual-typical features of the formation of these concepts in cases of intellectual development disorders. The psychologist’s activity in their formation is not operationalized.

It has been established that practical and modeling activities are effective in improving children’s ideas. Along with computer technologies, such an opportunity is provided by children's productive activities, which have enormous diagnostic and correctional-developmental potential (T.N. Golovina, E.A. Ekzhanova, Z.M. Dunaeva, L.N. Lezina, O.V. Letunovskaya , E.A. Strebeleva and many others). The potential of construction compared to drawing has been studied much less, although the products of both of these activities can reflect both knowledge about various objects and phenomena of the world, and an emotional attitude towards them (V.V. Brofman, A.L. Venger, B.S. Mukhina, etc. .). Therefore, it seemed appropriate to study the possibility of using specially organized constructive activity as a means of diagnosing and correcting ideas about the world around us. These problems served as the basis for our study.

Purpose of the study: to study the characteristics of verbal and figurative representation of ideas about the world around us by junior schoolchildren with intellectual disabilities and to develop a methodology aimed at correcting these ideas.

Subject of the study: the psychological mechanism for improving ideas about the surrounding world in ontogenesis.

Subject of research: diagnosis and correction of ideas about the surrounding world in cases of intellectual development disorders.

The research hypothesis is that the quality of the ideas being studied is determined by the structuring that is reflected in the texts and constructive products created by children. To correct ideas about the world around us, individualized work on their structuring can be effective.

In accordance with the goal and the hypothesis put forward, the following tasks were solved:

1. Conduct theoretical analysis problems of the ontogenesis of children's ideas about the world around them to select criteria that reflect the psychological mechanism for their improvement.

2. To carry out criterion-oriented diagnostics of the quality of the designated ideas in primary schoolchildren with normal intellectual development and various forms of its disorders (mental retardation of cerebral-organic origin, mental retardation).

3. To identify typical characteristics of verbal and figurative representation of ideas in the studied groups and to establish the nature of their dependence on the level of cognitive development and affective characteristics of children.

4. To develop a methodology for improving ideas about the world around us in younger schoolchildren with intellectual disabilities and to study its correctional and developmental potential.

The methodological basis of the study was:

The general concept of the development of a child with intellectual disability, substantiated in the works of domestic scientists (L.S. Vygotsky, G.M. Dulnev, S.D. Zabramnaya, A.A. Kataeva, I.A. Korobeinikov, V.V. Lebedinsky, V. I. Lubovsky, V. G. Petrova, E. A. Strebeleva, etc.).

The provisions of Russian psychologists on the formation of a child’s cognitive activity in ontogenesis as a process of consistent complication and differentiation of its components (N.I. Chuprikova, S.A. Domishkevich), the unity of intelligence and affect in the process of cognition of the surrounding world (L.S. Vygotsky) .

The concept of the image of the world as a holistic integral formation that guides the activity of cognition (A.N. Leontiev, A.A. Leontiev, S.D. Smirnov, V.V. Petukhov).

Research methods and techniques:

The solution to the set tasks was carried out using the following methods: experimental psychological (research and formative experiment), psychodiagnostic (testing, survey), method of expert assessments, methods of quantitative (statistical analysis) and qualitative (content analysis) processing of the material. The study used: the experimental method HOME (children's image of the world), which provides for reproductive (verbal representation of ideas about the environment using the finished picture “The World”) and productive (figurative representation of ideas about the environment by independently constructing such a picture) stages of its implementation; questionnaire for expert assessment of ideas about the world around us; questionnaire S.A. Domishkevich to determine the level of cognitive activity (PA); a questionnaire for teacher assessment of symptoms of emotional disturbances in children; 1,2,4, 5 and 7 and 8 WISC subtests.

The reliability and validity of the research results was ensured by the theoretical validity of its initial positions, the use of a set of research methods adequate to the object, subject, goals and objectives of the study, the representativeness of the sample of subjects, the use of statistical and mathematical methods for processing the obtained data in combination with a qualitative analysis of the results.

Organization and basis of research. This study was carried out in the period from 2000 to 2004 on the basis of secondary school No. 32 (Irkutsk), SKOPI VII type No. 10 (Irkutsk) and No. 104 (Krasnoyarsk), as well as SKOP VIII type No. 7 (Irkutsk). .Irkutsk). Students in grades 2-4 were examined. At the first stage, an analysis of theoretical developments in this area was carried out, a research methodology was developed, and it was tested on a sample of 30 junior schoolchildren with different options intellectual development. At the second stage, 54 children with normal intellectual development, 56 children with mental retardation and 54 children with mental retardation were examined. Comparative characteristics of verbal and figurative representation of ideas about the surrounding world were obtained, and a qualitative analysis was carried out (highlighting common features on a large amount of homogeneous experimental material) analysis of texts and products of constructive activity. The dependence of the quality of ideas on the level of PD and their relationship with the affective characteristics of children have been established. The effectiveness of correcting ideas about the world around us in the process of constructive activity was assessed during an experiment in which 29 children with mental retardation in the VIII type BSE and 24 mentally retarded children in the VIII type BSE took part. At the ascertaining stage, we determined initial characteristics of the ideas being studied (by the quality of the originally constructed picture “World” in comparison with expert assessment level of their formed™), as well as the level of PD and affective characteristics of children. At the formative stage, during individual sessions with a psychologist, the construction of fragments and complete pictures of the “World” was carried out. The specifics of the corrective action depended on the results of previous diagnostics. At the stage of the control experiment, the changes that occurred were assessed (according to the criteria of improving the structure of the constructed pictures and increasing the score of expert assessment of ideas about the environment).

The scientific novelty of the conducted research lies in the fact that in the field special psychology new empirical data were obtained on the ontogenesis of ideas about the surrounding world and the mechanism for their improvement, which consists in increasing structure (integration of disparate objects of the surrounding world into functionally based complexes) and is common for normally developing and those with disabilities in the intellectual development of younger schoolchildren, individual-typical differences in the quality of ideas, depending on the combination of cognitive and affective characteristics of children, a psychological justification for an individual and differentiated approach to the process of correctional and developmental work on the formation of ideas about the world around them is given.

Theoretical significance of the study. The results of the study clarify the information available in special psychology about the formation of holistic ideas about the world around us in children with intellectual disabilities. It has been proven that both with normal intellectual development and with its disorders, improvement in the quality of ideas occurs due to gradual structuring. A reliable connection was established between the quality of performances and the child’s level of PD. It is concluded that the criterion for improving ideas can be considered their integration into semantic complexes, and as a means of improving them - using constructive activities that allow you to visually display the connections between objects and phenomena of the surrounding world and build them first according to the functional, and then - according to the conceptual principle.

Practical significance and implementation of the results” The work proposes a diagnostic and correctional methodology that can be used in the practical activities of a psychologist in both a secondary school or a center for psychological, medical and social support, and in secondary schools. This technique is attractive to children and helps to increase the effectiveness of correctional and developmental work on the formation of ideas about the world around them. It has been introduced into the work practice of psychologists at the Krasnoyarsk Regional PMSS Center. The results obtained are included in a course of lectures on psychological and pedagogical diagnostics, practical lessons in the discipline of specialization “Psychocorrection of cognitive activity” at the Faculty of Special Pedagogy and Psychology of the ISPU. The main results of the study are reflected in nine publications by the author.

Approbation of research results. The results of the study were discussed at meetings of the Department of Clinical and Psychological Foundations of Defectology and Speech Therapy at the Irkutsk State Pedagogical University and reported at the scientific and practical conferences “Science at the turn of the century” and “Diagnostics and correction of developmental difficulties in children” (Irkutsk, 2001, 2002, 2004, 2006).

Basic provisions submitted for defense.

1. The psychological mechanism for improving ideas about the world around us is their gradual structuring. At primary school age, with normal intellectual development, they are integrated into functional semantic complexes, which is reflected in the products of both speech and constructive activity of children.

2. The structuredness of ideas about the world around us depends on the level of development of PD achieved by the child. When integrating PD at lower levels compared to the conditionally normative ones for a primary school student, which is typical for children with intellectual disabilities, signs of insufficient structuring of ideas increase until it disappears.

3. Affective characteristics are reflected in the child’s statements and in the products of his constructive activities. Their specific manifestations are associated with the level of PD, along with an increase in which the child’s emotional attitude to the world reveals a similar trend of increasing structure.

4. Corrective work on the structuring of ideas may consist in establishing semantic connections between objects and phenomena of the surrounding world in the process of special constructive activities organized on the basis of the “HOME” methodology. The effectiveness of correction is determined by the individualization of work methods, the choice of which depends on the individual typical characteristics of PD. The nature of the child’s intellectual development disorder affects the effectiveness of the correctional intervention.

Structure of the dissertation. The dissertation consists of an introduction, three chapters, a conclusion, a bibliography of 190 titles, and 7 appendices. The text of the work is illustrated with 21 tables and 1 figure. The total volume of the dissertation is 193 pages.

Psychological interpretation of ideas about the surrounding world and their ontogenesis in normally developing children

The process of formation of children's ideas about the world around them has long been of interest to psychologists. Back in the 20s of the last century, P.P. Blonsky devoted a special study to this. The specifics of children's perception of the world around them, and then their understanding of it, were analyzed by such outstanding psychologists as J. Bruner, J. Piaget, B. Inelder, and in domestic science - N.A. Menchinskaya, I.M. Soloviev, E.V. Subbotsky. Ideas about the world around us form the basis of worldview and worldview. Therefore, they can be considered as one of the important psychological characteristics, reflecting the mental development of the child.

But then it turned out that the study of this problem in relation to children before adolescence in domestic science moved mainly into the mainstream of pedagogical research. When discussing the problems associated with the formation of ideas about the environment in preschoolers and primary schoolchildren, the issues of cognition of certain aspects of the surrounding reality (the living world, natural phenomena, etc., i.e., the content of the curriculum in the subject “The World Around us”) came to the fore when discussing "). This is understandable, since from a pragmatic point of view it seems that studying individual aspects of ideas is much more important and more promising for their formation than ideas about the world around us as a whole.

At the same time, every person, including a child, has a holistic view of the world. Since the 60s of the 20th century, the concept of the Image of the World has been developing in Russian psychology, proposed by the outstanding Russian psychologist A.N. Leontiev: this is a reflection of the world in a person’s consciousness, directly included in his interaction with it. The image of the world is formed by the subject as a result of his interaction with the objective world and acts as an integrator of traces of human interaction with objective reality. A.V. Naryshkin believes that the system of the image of the world is constantly developing during ontogenesis, being refined, completed and rebuilt. According to this concept, discussed in detail in the works of S.D. Smirnova, it is not the world of individual images, but the total image of the world that directs and regulates human activity. This interpretation of the image of the world corresponds to the concept of a cognitive scheme that guides the activity of cognition, developed in foreign psychology.

Currently, the image of the world is understood as a holistic, integral dynamic formation that determines the characteristics of the subject’s perception of the surrounding reality and regulates his behavior and activities on this basis. But in this interpretation, the concept of the image of the world covers an extremely wide area of human mental life and is difficult to study experimentally. A more specific definition of the image of the world was proposed by A.A. Leontyev: “The image of the world is a reflection in the human psyche of the objective world, mediated by objective meanings and corresponding cognitive schemes and amenable to conscious reflection.” A.V. Naryshkin considers the image of the world as a real complex structure of the psyche, which arises in ontogenesis as a single, undivided whole, and subsequently differentiates into blocks, the central of which is the amodal block of the external world, connected to the same amodal block of the image of “I”.

It should be noted that in developing the concept of the image of the world, researchers discuss not only its content, but also its structure and principles of functioning. The image of the world is a global philosophical concept that has not yet found an unambiguous understanding in psychological research. As noted by V.V. Petukhov, the nomination “image of the world” was used by A.N. Leontiev in his report on the problems of studying perception, and later extrapolated to the wider field of psychological research. Analysis of problems related to the content of this concept is not our task. The very idea of an “image of the world” is a heuristic one. For our research, it is significant that this concept can be used to explain individual-typical differences in children in representing the world around them, interpreting the characteristics of ideas about the environment from a psychological point of view.”

Undoubtedly, the concept of the image of the world cannot be reduced only to ideas about the environment. It necessarily includes a person’s idea of his place in this world, the role of his activities, etc. . Thus, the image of the world can be defined differently as the organization of a person’s (child’s) consciousness, which modern researchers consider as a dynamic, hierarchically constructed multi-level system.

Domestic psychologists have repeatedly sought to operationalize the concept of the image of the world. The set of ideas, meanings, and meanings that make up the image of the world is defined by the term “picture of the world.” Some researchers identify the concepts of image and picture of the world, but it seems that they are still not equivalent. The concept of “picture of the world” includes as a main component subjective comprehension and experience of the surrounding reality. According to V.V. Abramenkova’s children’s picture of the world is a set of knowledge, ideas, meanings, realized in figurative and visual models, forming a system of graphic and semantic meanings. The child's picture of the world is expressed primarily in his desires. This was shown by research by M.S. Egorova, N.M. Zyryanova, S.D. Pyankova, Yu.D. Chertkova.

It should be noted that researchers put quite different content into defining what a picture of the world is. So M.G. Kovtunovich believes that any picture of the world, of which a person may have several, is, first of all, a “knowledge” system. From this point of view, the basis for constructing a picture of the world is not only the perception of the surrounding reality, understanding the connections and relationships between its objects and phenomena, but also the knowledge about the world that is transmitted to the child and assimilated by him. In contrast, the picture of the world is defined by Yu.A. Aksenova to a greater extent as subject-oriented, where subjective personal meanings, expressed in various symbols. For our research, her conclusion is extremely significant that a graphic model representing the picture of the world can be “subject-oriented” - reflecting the subjective experience of the environment and “world-oriented” - reflecting real connections and relationships of objects in the surrounding world.

Features of ideas about the world around us and ways to correct them in children with intellectual disabilities

Various shortcomings in ideas about the world around us: poverty, narrowness, fragmentation, inaccuracy and even inadequacy are noted in all children with intellectual disabilities (I.M. Bgazhnokova, G.M. Dulnev, S.D. Zabramnaya, L.V. Zankov, A.A. Kataeva, N.G. Morozova, M.M. Nudelman, V.G. Petrova, S.Ya. Rubinshtein, I.M. Solovyov, E.A. Strebeleva, Zh.I. Shif and etc.). With mental retardation they are expressed to a significant extent, with mental retardation (RD) - to a slightly lesser extent. Deficiencies in understanding the world around us are one of the possible causes of violations in the socialization of children.

The genesis of these deficiencies in children with intellectual disabilities is similar. Analysis of literary data allows us to identify four groups of reasons leading to inferior ideas about the world around us in these categories of children: 1. Deficiencies in cognitive processes: perception, memory, thinking, imagination and speech. 2. The originality of the affective sphere, manifested in the deficiency of such a basic emotion as interest in the world around us. 3. Difficulties in mastering age-appropriate activities: subject-based, playful, educational. 4. Poverty of social interactions.

Let us consider these groups of reasons in more detail, starting with the specifics of cognitive processes. The poverty of mental retarded children’s ideas about the world around them is based on nonspecific disturbances of perception, such as slowness, inactivity, and undifferentiation. V.G. Petrova noted that deviations in the processes of perception, developing against the background of general personal insufficiency, underdevelopment of thinking and speech, delay the independent familiarization of mentally retarded children with the world around them.

Researchers also initially see the reasons for imperfect ideas about the environment in children with mental retardation in deficiencies in perceptual activity. The differences between these groups of children are that the mentally retarded are more likely to have rather gross errors of perception (especially when recognizing images of objects). The similarity is that the less familiar a child is with a phenomenon in the surrounding world, the worse his readiness to perceive it. A decrease in selectivity (selectivity) of perception was also noted.

With any disorders of intellectual development, a decrease in the efficiency of perception inevitably leads to relative poverty and insufficient differentiation of images and representations, which in turn limits the development of a child’s visual-figurative thinking.

In experimental studies it was found that the images of objects reproduced by mentally retarded children do not reflect their specificity. Children do not highlight characteristic parts, distort proportions, and miss other features. This has been proven by the works of R.B. Kaffemanas and numerous researchers of drawings of mentally retarded children.

The specificity of images and representations of primary schoolchildren with mental retardation was first characterized in detail by S.K. Sivolapov. He found that the image-conceptions of children with mental retardation improve significantly from grades 1 to 4, but do not reach the level of their formation in normally developing schoolchildren and retain their specificity. The author saw the reasons for this in the deterioration of the ability for subtle analysis and differentiation at the level of the visual-object sphere; weakening of visual and figurative-mnestic functions, fragility of connections between the visual and verbal spheres and shortcomings of voluntary regulation of the figurative sphere. The insensitivity of children with mental retardation to the distinctive features of an object and the confusion of visual stimuli are also noted in the study of Yu.V. Serebrennikova. She regards the shortcomings of image-representations in children with mental retardation as a manifestation of the systemic immaturity of the HMF.

The imperfection of the images and representations of children with intellectual disabilities allows us to say that they perceive the objects of the surrounding world insufficiently differentiated and do not distinguish their essential and secondary features. The connection between defects in the object-figurative sphere and delayed speech and intellectual development was proven by L.S. Tsvetkova and the researchers who worked under her leadership.

The next mental process, the deficiencies of which cause imperfect ideas about the environment in both categories of children with intellectual disabilities, is memory. The problem lies not only in the fact that children remember poorly and have difficulty updating information, but in the shortcomings of understanding what is remembered and observed. Therefore, their ideas become poor, inaccurate, and distorted. The most significant for deficiencies in ideas about the environment are such features as difficulties in remembering the names of cognizable objects, forgetting information essential for their characteristics, fragmentation of available information, which creates difficulties in updating it

Problems of diagnosing ideas about the world around children

The problem of assessing a child’s ideas about the world around him has attracted the attention of researchers throughout the last century. J. Piaget asked children a series of questions about various phenomena and analyzed their answers. P.P. Blonsky believed that studying junior schoolchildren’s ideas about the environment using questionnaires - questions about what he knows and what he does not know - is wrong. Brief answers from children cannot give a complete picture of their ideas; the child is put in the position of an examinee. Therefore, the researcher himself allowed the child to speak freely about this subject or phenomenon. Researchers in the field of developmental and special psychology used a similar method. In most cases, a conclusion about the quality of ideas about the environment was made based on an analysis of the results of various experimental psychological techniques. Pedagogical research has always used specific questions and tasks from the subject area of interest to the researcher. This is due to the fact that there are not so many ways to assess ideas about the world around us.

Let us consider the methodological arsenal with the help of which the formation of various ideas about the environment can be studied. In pathopsychological diagnostics, various conversations are traditional, which help determine the level of development of the child’s knowledge and ideas. These conversations are described in detail in manuals prepared by leading domestic experts in the field of psychological and pedagogical diagnostics S.D. Zabramnoy, I.Yu. Levchenko, K.S. Lebedinskaya, S.Ya. Rubinstein et al. A conversation conducted by an experienced psychologist shows him both the degree of “training”/“negligence” of the child, and his interest in the world around him - cognitive activity, and the level speech development, and features of emotional response. But the conversation is an example of tools for person-oriented, informal, “clinical” diagnostics. Therefore, data on ideas about the world around us obtained during such conversations are difficult to make applicable for scientific analysis.

A possible drawback of using the method of interviewing a child to determine his knowledge about the world around him is that the subject in this case is more an object rather than a subject of diagnosis. He may be asked about things that are unimportant to him, things that he has not encountered in real life. In addition, children’s answers can be memorized if there is effort on the part of parents and teachers. A standard conversation of this type (identifying knowledge about the family and immediate social environment, natural phenomena, etc.) does not reflect the characteristics of the child’s subjective attitude to the world. Therefore, while being an adequate tool for psychological and pedagogical diagnostics at the stage of staffing special institutions, it does not fully allow solving the problem of making a functional diagnosis for a child with a clinically defined variant of intellectual development disorder and, accordingly, determining specific methods of correctional and developmental work.

General awareness and knowledge about the environment are also revealed using standardized techniques. These are subtests 1 and 2 of the Wechsler test, the Kern-Jirasek verbal subtest, etc. Their difference from informal diagnostics lies in obtaining a comparable quantitative indicator that allows one to assess the degree to which the existing level of knowledge about the environment lags behind conditionally normative indicators. The specificity of ideas about the world around us cannot be revealed using these techniques either.

A number of well-known experimental psychological techniques only indirectly characterize the formation of ideas about the world around us, since their main goal is to study the child’s thought processes. These are a series of different plot pictures. A story based on a plot picture reflects the level of formation of those ideas that are actualized by the very character of the depicted. A. Binet also identified possible qualitative types of stories based on pictures: story-enumeration, story-story-description, story-narration. The latter, in his opinion, appears in adolescent children.

Researchers working in the field of preschool psychology and pedagogy have proven that plot pictures are understood by a child only as it becomes possible to establish connections and relationships between various objects. Stories based on a plot picture for younger children preschool age most often represent a simple enumeration of visible objects. In middle and senior preschool age, a child without intellectual development disorders is able to adequately understand what is depicted, but cannot always select the appropriate formal logical structures in order to compose a complete and logically correct story about the events taking place. Only at primary school age does this task not cause difficulties for most children with normal intellectual development.

Of primary importance for assessing the level of formation of ideas about the world around us is how the child uses operational assistance, encouraging him to analyze, compare, generalize, and establish cause-and-effect relationships. Thanks to the use of the “story pictures” technique, it is possible to identify shortcomings in ideas about the environment. So, for example, if a child has not formed temporal representations, he cannot answer the question whether family members are having lunch or dinner, since even direct attention to the clock shown in the picture does not help to give the correct answer

Characteristics of verbal representation of ideas about the world around us in children with intellectual disabilities...

We studied the verbal representation of ideas using the HOME method in groups of children with different types of intellectual development disorders. Children with mental retardation of cerebral-organic origin (56 people) were examined in a special correctional school of type VII, mentally retarded children (54 people) - in a special correctional school of type VIII. They were students in grades 2-4. The average age of the target groups was higher than that of schoolchildren with normal intellectual development, especially among mentally retarded children (9.0±0.10; 9.86+0.11 and 10.70±0.17 years at p 0.001) .

According to the levels of expert assessment of ideas, children with mental retardation were distributed as follows. 17.86% were classified as low, 46.43% as insufficient, and -35.71% as sufficient. According to expert assessment, there were no children with a good level of understanding of the world around them.

Thus, in children with mental retardation, an insufficient level of formation of ideas about the environment prevailed. The results of the expert assessment corresponded to the characteristics of this category of children described in the literature. The subjects found it difficult to update their knowledge and confused concepts, even those that had been studied many times. When naming domestic animals, they included a mouse and a sparrow. A crane or tractor could be included in the list of vehicles. The train was called a steam locomotive. The plane and ship were not mentioned independently. When listing professions, it turned out that they call a driver a driver because he drives a car. Since children with normal intellectual development also had difficulty naming rivers, this question was not asked to those with mental retardation. Additionally, a question about the seasons was included, since naming the months in order presented significant difficulty for many children. Children answered questions that required a developed ability for verbal comparison and generalization with great difficulty. Their average score on the expert assessment questionnaire was 28.98±0.65 (in the group with normal intellectual development - 37.67+0.86, p 0.001).

An analysis of the protocols of responses to the expert assessment questionnaire showed that the answers of children from the same class were often identical in some respect. For example, students in one class, when answering questions about professions, all included a milkmaid in this list. In another class, when asked about birds, the children unanimously named an owl. When asked about professions, children with mental retardation named a psychologist, and many named a speech therapist. They imagined the content of professions largely based on their experience, for example, in their opinion, a psychologist plays with children.

Children with mental retardation performed our method with interest. Features of the verbal representation of ideas about the environment were revealed quite clearly. The specifics of speech development of children with mental retardation have been described in many works (T.V. Egorova, E.S. Slepovich, S.G. Shevchenko, etc.), so it was not the subject of our analysis as such. We assumed that the texts created by children would reflect the peculiarities of perception of the surrounding world, the way it is presented in the individual consciousness of the child.

It is known that the translation of perceived sensory information into a detailed speech utterance presents significant difficulty for children in this category, which increases due to the complexity of the plot of the presented picture. At the same time, the age of the children and their stay in a special correctional school allowed us to hope that the insufficient development of internal programming and grammatical structuring of the statement would not significantly impede the verbal representation of ideas, if any.

As a result of the analysis of all the information received, it was discovered that the distribution of children with mental retardation in terms of success in verbal representation of ideas about the world around them, like schoolchildren with normal intellectual development, is quite closely related to the indicators of expert assessment. The correlation coefficient between the experimental and expert assessment was 0.53 at p 0.05, which is lower than in normally developing children (r = 0.77 at p 0.05).

Sirvacheva Larisa Anatolyevna

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Moscow Department of Education

State autonomous educational institution

Higher education of the city of Moscow

"Moscow City Pedagogical University"

Institute of Special Education and Comprehensive Rehabilitation

Graduation work

Course: “Organization and rehabilitation of inclusive education of children with disabilities in educational organizations in accordance with the Federal State Educational Standard”

Subject: “Formation of ideas about the world around us in children of primary school age with intellectual disabilities”

Performed:

Sivaeva Svetlana Vasilievna

teacher-speech pathologist

GBPOU KGT and T No. 41, Moscow

Supervisor:

______________________________

MOSCOW 2017/2018

Introduction………………………………………………………………………………….3- 4

Chapter 1 Theoretical foundations of the process of forming ideas about the world around us in children of primary school age with intellectual disabilities………………………..…………………………... 5

1.1 General patterns of formation of ideas about the world around us in younger schoolchildren are normal…………………………………………….5-9

Psychological and pedagogical characteristics of children of primary school age with intellectual disabilities……………………………………………..……………………………………………………...9- 16

1.3 Features of the formation of ideas about the world around us in children of primary school age with intellectual disabilities………….………………………………………………………………………………16-20

Chapter 2 Using visual and practical teaching methods when working with children of primary school age with intellectual disabilities …………………………………………………………………………………... 20 -26

Lessons from the living world in the correctional educational process of an educational institution……………………………………………..27-32

Conclusion…………………………………………………………………………………... 33

Bibliography ………………………………………………. 34

Introduction

Currently, many children belong to the category of children with disabilities (CHD) who need special education. Among them, a significant percentage are children with intellectual disabilities, in whom the normal course of mental development is disrupted due to organic damage to the central nervous system. The formation of knowledge about objects and phenomena of the surrounding reality is an important component of the development of such a child and is associated with the need for his inclusion in the world around him.

For the successful socialization of younger schoolchildren with intellectual disabilities, a complete understanding of the world around them is important. Scientists believe that a child’s social development is manifested in his ways of understanding the world around him and using his knowledge in various life situations. Every special child gradually learns to understand himself and those around him. With age, the child expands his objective, natural and social world. As ideas about the environment expand, the child’s intellectual and moral development increases, the cognitive sphere and personal qualities develop.

Deficiencies in ideas in children with intellectual disabilities were noted in many works of domestic speech pathologists (L.S. Vygotsky, I.M. Solovyov, I.M. Bgazhnokova, S.G. Shevchenko, N.M. Stadnenko, Zh.I. Schiff, etc.).

Modern researchers pay a lot of attention to the issues of children’s knowledge of various aspects of the surrounding natural and social world (I.M. Bgazhnokova, S.G. Eralieva, N.V. Matveeva, L.Yu. Shamko).

The problem of forming ideas about the world around us in special children is that they do not feel the need for knowledge. These children's knowledge and ideas about the world around them are significantly limited and primitive. They perceive objects in the surrounding world insufficiently differentiated and do not distinguish their essential and secondary features. Such children remember poorly and have difficulty updating information. Therefore, their ideas become poor, inaccurate, and distorted. The most significant features for deficiencies in ideas about the environment are such features as difficulties in remembering the names of cognizable objects, forgetting information essential for their characteristics.

Chapter 1 Theoretical foundations of the process of forming ideas about the world around us in children of primary school age with intellectual disabilities.

1.1 General patterns of formation of ideas about the world around us in younger schoolchildren are normal

Primary school age stands out as a period of high interest in the world around us. Familiarizing schoolchildren with the world around them is a means of developing in their minds realistic knowledge about the world, based on sensory experience and nurturing the correct attitude towards it.

The world around us is what surrounds us, what is around us. These are different creatures and objects: animals, people, trees, houses, sky, clouds.

The formation of knowledge about the world around us, about objects and phenomena is an important component of a child’s mental development. The content of knowledge about the world around us includes the formation of accurate and complete ideas about the properties, qualities and purpose of objects. Children can accumulate knowledge about the world around them at home, during walks, and in various activities. Human life and activity are unthinkable without connection with the outside world. Only intelligently organized interaction provides the prerequisites for the full development of the individual and guarantees the possibility of the normal existence of nature and human society.

The assimilation of norms of human interaction with the environment is purposefully carried out from the beginning of the child’s stay at school. For the development of an individual’s ideas about the world around him, the primary school age is especially sensitive. At the same time, their formation in primary school is not always based on the principle of integrity.

The desire to understand the world around us and oneself is initially inherent in the very nature of a child. By learning about the world around him, he acquires the necessary life experience. Richterman T.D. wrote that “The wider the surrounding world is revealed to a child, the more pronounced his cognitive interest becomes.”

Human cognition of the surrounding world is carried out in two main forms: sensory cognition and abstract thinking. The basis of cognition is thinking. An object or phenomenon can be restored in memory and recalled. The content of introducing younger schoolchildren to the surrounding reality, first of all, includes the accumulation of knowledge in the form of sensory images. Therefore, adults try to attract children's attention to various objects, thanks to which the accumulation of ideas about their qualities and properties occurs.

Primary school age stands out as a period of high interest in the world around us. It lays the foundation for understanding the world, the formation of a natural science picture of the world (V.V. Abramenkova, A.V. Zak, Yu.A. Aksenova, L.V. Zankov, V.R. Ilchenko, Z.M. Kalmykova, M. G. Kovtunovich, A.I. Lipkina, etc.). All researchers agree that the richness and accuracy of junior schoolchildren’s ideas about the world around them reflects their cognitive capabilities, the quality of educational influences, and motivational specifics. At the same time, it is noted that during this period age development ideas about the environment cannot yet be considered perfect. The formation of ideas is ensured by the interaction of all cognitive processes: perception, memory, thinking, speech, imagination. Significant role features of affective development may play a role. The formation of ideas about the world around us is reflected in the child’s statements and the products of his visual and constructive activities. But the ontogeny of ideas about the surrounding world has rarely been the subject of special research. Empirically identified criteria for their improvement (completeness, richness, accuracy, adequacy) leave the mechanism of this process and its psychological patterns insufficiently clear.

Since the child’s image of the world becomes more complex during ontogenesis, his ideas about the environment gradually develop from undifferentiated, “syncretic” knowledge to an ordered, conceptual reflection of reality. This occurs due to the improvement of representative cognitive structures that determine strategies for processing cognitive information and serve as a tool for its further search.

When getting to know the world around them, children learn to identify elements of objects, compare them and group them according to different characteristics. Thus, in the process of learning about the surrounding reality, the child develops memory, thinking, perception, as well as such methods of mental activity as synthesis, analysis, classification and comparison.

Namely, knowledge of the environment gives a person the opportunity to study the information accumulated by society, select the most important from it, and develop a system of life guidelines based on it. Also, a growing person gradually acquires the ability for self-regulation, which is expressed in the ability to correlate the personal with the general, the individual with the public, and the ability to evaluate one’s interaction with the surrounding reality.

Scientists note that the psychological nature of the process of interaction between a schoolchild and the outside world has a certain originality. The younger schoolchild is inquisitive, emotional, optimistic, loves to play and fantasize. He does not always accept other people's opinions, as he has his own views and judgments. But at the same time, the opinion of an adult and his authority largely determine the nature of the child’s behavior. All this directly affects the interaction of younger schoolchildren with the world around them.

A child of primary school age strives to understand not only the objective world, but also the world of human relationships. So he begins to find his place in the system of these relations, and any of his activities begins to be assessed by him from the point of view of existing social standards (“possible/impossible, right/wrong,” etc.).

According to L.S. Vygotsky, the formation of these values largely depends on the “social situation of development”, i.e. conditions that are created in the process of training and education.

If we characterize the achievements of younger schoolchildren in the field of acquiring knowledge, then we can highlight a whole range of different ideas that most children master: knowledge about objects and things (clothing, household items, furniture, etc.), about objects of nature, about seasonal changes in nature, about people, their professions, work, holidays and much more.

A distinctive feature of any primary school student is normally an interest in the world around him, the need to acquire new knowledge not only about the objects that directly surround him, but also about rather abstract ones. During schooling, from 8 to 10 years old, the stock of knowledge (about oneself, about one’s place in society, about relationships with other children) increases significantly, which helps the child to socialize.

Characterizing the achievements of younger schoolchildren from the point of view of their acquisition of new knowledge, it should be noted the improvement of children’s sensory experience: by the end of their education in primary school, they master sensory standards, that is, basic patterns characterizing the qualities of objects (color, shape, size, taste, etc.) . They can compare and classify objects according to standards, arrange objects according to characteristic features, “complete” a certain form of a specific object.

It is especially important that a secondary school student can perceive the world around him holistically. For a child, the world around him is represented not by separate (differentiated) aspects of reality, but by sensations that are very important for cognition: sounds, shapes, sizes, etc. they exist independently of each other. The student establishes connections between them, looks for dependencies, differentiates them, connects them into groups: living and inanimate nature, humans, etc.

Children of primary school age normally easily make contact and interact with other people: adults, peers, and love to perform working together. Particularly important is the level of development of empathic (from English tmpathy - sympathy, empathy, the ability to respond emotionally to the experiences of other people, the ability to penetrate into someone else's world, understand and accept the emotional state of another person, his feelings, thoughts) feelings, because they lie in the basis of a humane attitude towards all living things, the correct relationship of a person with the outside world.

1.2. Psychological and pedagogical characteristics of children of primary school age with intellectual disabilities.

The concept of “mentally retarded child” includes a very diverse group of children, who are united by the presence of damage to the cerebral cortex, which is diffuse in nature. The overwhelming majority of mentally retarded children are those whose mental retardation arose as a result of various organic lesions, mainly the most complex and late-forming brain systems, in the period before the development of speech (up to 2-3 years).

There are several concepts of mental retardation.

Mental retardation is a state of delayed or incomplete development of the psyche, which is primarily characterized by a violation of the abilities that manifest themselves during the period of maturation and provide the general level of intelligence, that is, cognitive, speech, motor and social abilities. Retardation can develop with or without any other mental or physical disorder. However, the mentally retarded can experience a full range of mental disorders, the incidence of which is at least 3-4 times higher than in the general population. Adaptive behavior is always impaired, but in protected social conditions where support is provided, this disorder in patients with mild mental retardation may not be obvious.

Mental retardation is not just a “small amount of intelligence”, it is qualitative changes in the entire psyche, the entire personality as a whole, which are the result of organic damage to the central nervous system. This is a developmental atypia in which not only the intellect suffers, but also emotions, will, behavior, physical development. This diffuse nature of the pathological development of mentally retarded children follows from the characteristics of their higher nervous activity.

Mental retardation (little-mindedness, mental retardation from the ancient Greek mind, mind) is “a persistent, irreversible underdevelopment of the level of mental, primarily intellectual, activity associated with congenital or acquired organic pathology of the brain. Along with mental deficiency, there is always underdevelopment of the emotional-volitional sphere, speech, motor skills and the entire personality as a whole.”

Mental retardation represents perhaps the widest variation in cognitive and behavioral abilities of any disorder in childhood. Some children do well in school and in the community, while others who have significant physical or cognitive impairments require constant monitoring and support.

According to the International Classification of Diseases (ICD - 10), there are four degrees of mental retardation:

Light (F 70). The child may not differ in any way from his peers. He retains mechanical memory and the emotional-volitional sphere. Attention is very difficult to attract and fix. Memorization is slow and fragile. In children, the concrete descriptive type of thinking predominates, while the ability to abstract is almost absent. Logical connections between objects, concepts of “space”, “time”, etc. difficult to perceive. They often have speech disorders (developmental delays, distortion of sounds, poor vocabulary, violations of the grammatical structure of speech). Usually they cannot retell what they read or heard, and they cannot cope with the general education curriculum. Capable of leading an independent life.

Moderate (F 71). These students are able to express themselves in simple phrases and maintain a simple conversation. They master self-service skills and can be accustomed to simple work, i.e. perform the simplest work in specially created conditions by training imitative actions. But they cannot live independently and need constant guidance and control.

Heavy (F 72). The cognitive activity of such children is limited by the ability to form only the simplest ideas; abstract thinking and generalizations are inaccessible to them. The vocabulary is limited to one to two dozen words, sufficient to communicate one’s basic needs, and articulation defects are pronounced. Children with severe mental retardation master only basic self-care skills; their education is impossible.

Deep (F 73). Almost complete absence of speech and thinking. Children with this degree of mental retardation cannot walk, their internal organs are damaged, and meaningful activity is inaccessible. Speech does not develop. They utter only a few inarticulate sounds and words, often do not understand the speech of those around them, and do not distinguish relatives from strangers. They do not have basic self-care skills, cannot eat on their own, sometimes do not even chew food, and are untidy. Such people are not capable of independent living and require constant care and supervision.

There are many causes of mental retardation. Mainly, this is an organic lesion of the child’s brain that occurs before the age of 3 due to various factors.

The development of all mental processes in children with mild mental retardation is characterized by qualitative originality. The sensory level of cognition turns out to be relatively intact in such students: sensation and perception. But these cognitive processes are also affected by deficits: inaccuracy and weakness in the differentiation of visual, auditory, kinesthetic, tactile, olfactory and taste sensations lead to difficulty in adequately orienting children with mental retardation in the environment. Violation of the volume and pace of perception, insufficient differentiation, cannot but have a negative impact on the entire course of development of a child with intellectual disability.

In the development of their thinking, younger schoolchildren with intellectual disabilities show less potential. The basis of thinking is made up of such operations as analysis, synthesis, comparison, generalization, abstraction, and concretization. These mental operations in children with mild mental retardation have a number of unique features, manifested in the difficulties of establishing relationships between parts of an object, identifying its essential features and differentiating them from non-essential ones, finding and comparing objects based on signs of similarity and difference, etc.

Among all types of thinking (visual-effective, visual-figurative and verbal-logical), younger schoolchildren with intellectual disabilities have the most underdeveloped verbal-logical thinking. This is expressed in weakness of generalization, difficulties in understanding the meaning of a phenomenon or fact. Such students are characterized by reduced activity of thought processes and a weak regulatory role of thinking: often, they begin to do work without listening to the instructions, without understanding the purpose of the task, and without an internal plan of action.

The characteristics of children’s perception and comprehension of educational material are inextricably linked with the characteristics of their memory. The memorization, preservation and reproduction of received information by primary schoolchildren with mental retardation is also distinguished by a number of specific features: they better remember external, sometimes random, visually perceived signs, while it is more difficult to recognize and remember internal logical connections; later than in normally developing peers, voluntary memorization is formed, which requires multiple repetitions. Logical indirect memorization is less developed, although mechanical memory can be formed at a higher level. Memory deficiencies are manifested not so much in the difficulties of obtaining and storing information, but in its reproduction: due to the difficulties of establishing logical relationships, the information received can be reproduced haphazardly, with a large number of distortions, while the greatest difficulties are caused by the reproduction of verbal material. In the process of correctional and developmental training, the use of various additional means and techniques (illustrative, symbolic clarity; various options plans; questions from the teacher, etc.) can have a significant impact on improving the quality of reproduction of verbal material. At the same time, it should be borne in mind that the specificity of mnemonic activity is largely determined by the structure of the defect of each child with mental retardation. In this regard, taking into account the characteristics of students with mental retardation of different clinical groups (according to the classification of M. S. Pevzner) makes it possible to more successfully use the development potential of their mnemonic activity.

The peculiarities of the cognitive activity of younger schoolchildren with disabilities (intellectual disabilities) are also manifested in the characteristics of their attention, which is characterized by a narrowing of the volume, low stability, difficulties in its distribution, and slowness of switching. Voluntary attention is impaired to a significant extent, which is associated with a weakening of volitional tension aimed at overcoming difficulties, which is expressed in instability of attention. Also, during the learning process, difficulties in concentrating on any one object or type of activity are revealed. However, if the task is feasible for the student and is interesting to him, then his attention can be maintained at the proper level for a certain time.

For more successful learning, a primary school student needs sufficiently developed ideas and imagination. The ideas of children with mental retardation are characterized by fragmentation, similarity of images, and undifferentiation, which, in turn, affects the recognition and understanding of educational material. Imagination, as one of the most complex processes, is characterized by significant unformation, which is expressed in its primitiveness, inaccuracy and schematism.

Primary schoolchildren with disabilities have developmental deficiencies speech activity, the physiological basis of which is a violation of the interaction between the first and second signaling systems, which, in turn, manifests itself in the underdevelopment of all aspects of speech: phonetic, lexical, grammatical and syntactic. Thus, students with mental retardation are characterized by systemic underdevelopment of speech.

The shortcomings in the speech activity of this category of students are directly related to a violation of abstract logical thinking. However, in everyday practice, such children are able to maintain a conversation on topics close to their personal experience, using simple sentence structures.

In students with intellectual disabilities, as a rule, the motor sphere does not have pronounced impairments. They experience the greatest difficulties when performing tasks related to the precise coordination of small movements of the fingers, which in turn negatively affects the mastery of writing and some labor operations.

The psychological characteristics of younger schoolchildren with intellectual developmental disorders also manifest themselves in disturbances in the emotional sphere. Emotions are generally preserved, but they are distinguished by the absence of shades of experience, instability and surface. There are no or very weakly expressed experiences that determine interest and motivation for cognitive activity, and the education of higher mental feelings: moral and aesthetic is carried out with great difficulty.

The volitional sphere of students with intellectual disabilities is characterized by the weakness of their own intentions and motives, and high suggestibility. Such schoolchildren prefer to choose a path that does not require volitional efforts, and due to the overwhelming demands made, some of them develop such negative personality traits as negativism and stubbornness.

The uniqueness of the mental development of children with intellectual disabilities does not exclude the presence of certain potential capabilities, which emphasizes the need for timely correctional assistance.

In the structure of personality orientation, interests, needs and beliefs are distinguished. The interests of students with intellectual disabilities are less intense, unstable, and insufficiently differentiated. The formation of socially mature needs requires more time than normal and special attention from teachers. As for beliefs, with intellectual deficiency they are inaccurate, superficial; younger schoolchildren cannot always defend them in an argument and are not guided by them in everyday life. At the same time, research indicates the possibilities of developing socially significant interests and needs in children of this category, as well as the possibilities of forming their beliefs and worldview in general.

Experts believe that intellectual deficiency and personal immaturity are most strongly manifested in the uniqueness of educational activities in children. Particular attention of researchers is drawn to the educational activities of children with intellectual disabilities in younger schoolchildren. Among the important conditions for developing their interest in learning, experts name reliance on the child’s life experience, entertaining tasks and the creation of situations of success.

For successful mastery educational activities Schoolchildren with intellectual disabilities require an individual approach, which is carried out in correctional educational institutions. This approach lies in the focus of training on the correction of mental defects inherent in students with intellectual disabilities.

Thus, the characteristics of the cognitive activity of children with intellectual disabilities lead to underdevelopment of personality and activity, which are especially aggravated under the influence of a negative social situation. In conditions of a positive attitude towards the child, correctional and developmental education in a special school, positive tendencies towards compensation for the defect appear.

1.3. Features of the formation of ideas about the world around us in children of primary school age with intellectual disabilities.

Acquaintance with the outside world is the source of the first concrete knowledge and those joyful experiences that are often remembered for a lifetime.

Students with intellectual disabilitiescan have an objective picture of the world around them only with the help of an adult. In a special child, the nature of the impairment distorts the perception of the object, makes it difficult to create a holistic image, and changes its qualitative characteristics. At primary school age, the main tasks of becoming familiar with the world around us are:

Formation of a system of elementary knowledge about objects and natural phenomena among students;

Forming a system of connections about the world around us, ensuring the child’s correct orientation in the world;

Development of cognitive activity of a primary school student in the process of becoming familiar with the world around him.

Analysis of specialized literature (I.M. Bgazhnokova, L.V. Zankov, A.A. Kataeva, E.A. Strebeleva, S.G. Shevchenko, M.M. Nudelman, V.H. Petrova, I.M. Soloviev, etc.) allows us to identify four groups of reasons leading to inferior ideas about the world around us in this category of students:

Disadvantages of cognitive processes: perception, memory, thinking, imagination and speech;

Difficulties in mastering age-appropriate activities: subject-based, playful, educational;

The originality of the affective sphere, manifested in the deficiency of such a basic emotion as interest in the surrounding world;

Poverty of social interactions.

Students with severe and multiple developmental disabilities are characterized by underdevelopment of cognitive interests, which is expressed in the fact that they have less need for cognition than their normally developing peers. As a result, these children receive incomplete and sometimes distorted ideas about the environment; their experience is extremely poor. It is known that with mental underdevelopment, already the first stage of cognition - perception - is impaired. Often, children’s perception suffers due to decreased or absent hearing, vision, underdevelopment of speech and its absence, but even in cases where the analyzers are intact, the perception of these children differs in a number of features. This is indicated by research by psychologists (K.A. Veresotskaya, V.G. Petrova, Zh.I. Shif).

The main disadvantage is the violation of the generality of perception. Compared to normally developing children, its pace is noted to be slower. Younger schoolchildren with severe and multiple developmental disorders require much more time to perceive the material offered to them: a picture, text, etc. The slowness of perception is further aggravated by the fact that, due to intellectual underdevelopment, they have difficulty identifying the main thing, do not understand the internal connections between parts, and so on.

Also, the category of such children is characterized by a superficial perception of an object; they do not analyze what they perceive, do not compare it with others. This is manifested in the difference that is found between the perception simple material and the material is somewhat complicated. The child distinguishes well the objects around him, everyday, familiar. If it is necessary to perceive a new object, to distinguish it from others, and even more so to use its new properties, a special child does not resort to indicative actions and does not examine the object.

A narrow scope of perception is also noted. Students with mental retardation “snatch” individual parts in an observed object, sometimes without seeing or hearing material that is important for general understanding.

All noted shortcomings of perception occur against the background of insufficient activity of this process, as a result of which the possibility of further understanding of the material is reduced. Their perceptions need to be guided.

Younger schoolchildren with intellectual disabilities are characterized by difficulties in perceiving space and time, which prevents them from orienting themselves in their surroundings. They may not distinguish between the right and left sides for a long time; they cannot find their classroom, cafeteria, etc. in the school building. Students make mistakes in naming the days of the week, seasons, and when determining the time on the clock. Compared to their peers with normal intelligence, they begin to distinguish colors much later.

Children with intellectual disabilities do not understand until they see and “touch” for themselves that what they are told about in class “really happens.” For most students, there is a significant gap between the content of their learning and the needs of their lives.

The knowledge and ideas about the world around us among younger schoolchildren with intellectual disabilities are significantly limited and primitive. They cannot provide information about themselves and their family. Knowing their name, they often do not know the name of their parents, their last name, date of birth, home address, and cannot say with whom they live. Many people do not know or cannot show parts of the body: eyes, mouth, nose, ears, forehead, etc.

Younger schoolchildren with intellectual disabilities often do not understand speech or instructions addressed to them, and cannot, at the request of the teacher, choose pictures with objects or animals depicted on them. The names of colors, as a rule, are remembered for a long time, although, based on the display, sometimes they are correlated correctly (compared).

Based on the acquired knowledge about the surrounding reality, the child’s worldview is formed; therefore, it is an integral part of a person’s worldview and expresses the attitude of a person or society to nature.

The worldview is formed gradually, in the process of his life and education, in accordance with the views that are inherent in society at this stage of its development. The emerging picture of the world reflects the level of people’s ideas about the natural world, their environment, the degree of understanding of the laws of its development, the processes of interaction between man and nature.

Modern oligophrenopedagogy pays significant attention to the formation of ideas about the surrounding world that correspond to the modern level of ideas about nature. An obligatory component of education and upbringing of children is the acquisition by children of systematic and consistent knowledge about the natural world around them.

The development of an idea of the integrity of the picture of the world has a number of stages (like any development process), one of which is the presence of prerequisites for the beginning of this process. In this case, the problem arises of studying the state of students with intellectual disabilities, elementary ideas about the world around them, which develop in direct everyday experience, as well as during their schooling.

As noted in the works of V.V. Davydov, historically established concepts in society usually exist in the forms of human activity and in its results, in purposefully created objects. Individual people (and above all children) accept and master them before they learn to act with their particular empirical manifestations. The individual does not have before him some unmastered nature, operating with which he must form concepts.

By the end of elementary school, many students begin to perform routine tasks, follow the teacher’s instructions, strive to evaluate the work done, and, under the guidance of the teacher, help their classmates. Accordingly, it is possible to observe certain positive dynamics in the development of children’s cognitive activity.

Students’ understanding of the world around them expands during subject lessons and excursions.

Chapter 2. Using visual and practical teaching methods when working with children with intellectual disabilities in lessons of the living world

Using visual aids to create figurative ideas in younger schoolchildren and to form concepts, for understanding abstract connections and dependencies is one of the most important provisions of didactics based on the methodology of dialectical materialism.

Sensation and concept are different stages of a single process of cognition. Y. A. Komensky put forward the “golden rule”: “everything that...is possible should be left for perception by the senses...”. The requirement that students gain knowledge primarily from their own observations played a big role in learning. However, the limitations of the sensationalist philosophy on which Comenius relied did not allow him to reveal the principle of visual teaching with the necessary completeness and versatility. The principle of visibility was significantly enriched in the works of G. Pestalozzi. He believed that the senses themselves provide us with random information about the world around us. Training should eliminate confusion in observations, differentiate objects, and connect homogeneous and similar objects again, i.e. to form concepts among students.

In modern didactics, the concept of visibility refers to various types of perception (visual, auditory, tactile). None of the types of visual aids have absolute advantages over the other.

When studying nature highest value have natural objects and images close to nature. Often there is a need to use different types of visual aids when familiarizing yourself with the same issues.

Visual teaching methods are understood as those in which the assimilation of educational material is significantly dependent on the visual aids and technical means used in the learning process.

Visual teaching methods are methods of teaching when the reception of information and awareness of educational material occurs through sensory perceptions of the subject. These methods have a good correctional focus due to their correspondence to the visual-figurative thinking of mentally retarded children.

Demonstration is the presentation of a way of action. Condition: provide mentally retarded children with the ability to see everything that is shown to them. And you need to learn to see what is shown. To do this, you need to indicate exactly what children need to look at.

Illustration is a visual explanation by presenting objects, their images, examples. The illustration provides an understanding of inaccessible abstractions of speech based on their subject relationship. After display, the object is removed.

Demonstration - showing objects in motion.

Observation is the process of purposeful perception by mentally retarded children themselves during the lesson.

Visual teaching methods are implemented through the use of visual aids. The psychological functions of visual aids in teaching consist of:

Signaling and information;

Bearer of the image;

Stimulant in the activity of all analyzers;

Illustrations and demonstrations.

Pictures complement the verbal description and give a visual image of the demonstrated object.

To better perceive the study of an object, use dummies or voluminous aids. When made independently, they have great didactic benefit due to the awareness of interest in perception (models made of sand, clay, plasticine, herbarium).

The use of symbolic visualization (drawings, graphs, diagrams) when working with children with mental retardation is limited, since most students do not understand this type of visualization.

Visual methods are used in conjunction with verbal teaching methods and are intended for visual and sensory familiarization of primary schoolchildren with mild mental retardation with phenomena, processes, objects in their natural form or in symbolic representation using all kinds of drawings, reproductions, diagrams, etc. In modern correctional schools, screen-based technical means are widely used for this purpose.

Visual teaching methods can be divided into two large groups: the illustration method and the demonstration method.

The illustration method involves showing students illustrative aids, posters, tables, paintings, sketches on the board, flat models, etc.

The demonstration method is usually associated with the demonstration of instruments, experiments, technical installations, movies, filmstrips, etc.

This division of visual aids into illustrative and demonstrative is conditional. It does not exclude the possibility of classifying certain visual aids as both illustrative and demonstrative. The introduction of new technical means into the educational process (television, video recorders) expands the possibilities of visual teaching methods.

In teaching children of primary school age with intellectual disabilities, visibility plays a special role, as it corresponds to the characteristics of their perception and acquisition of knowledge. By influencing the senses, visual aids provide versatile, full formation any image, concept and thereby contribute to a more durable assimilation of knowledge. Visual aids increase interest in knowledge, make the process of assimilation easier, and support the child’s attention.

Depending on the didactic functions, the following types of visualization are distinguished:

Natural visibility (plants, animals, minerals). Its function is to introduce students to real objects of nature.

Experimental clarity (phenomena of evaporation, melting of ice). The function of experimental clarity is familiarization with phenomena and processes during experiments and observations.

Picture and picture-dynamic clarity (paintings, drawings, photographs, transparencies, films). The function is to introduce some facts, objects, phenomena through their display.

Three-dimensional visualization (models, dummies, geometric shapes). Its function is to become familiar with those objects where the three-dimensional image plays a role in perception.

Sound clarity; function – reproduction of sound images.

Symbolic and graphic clarity (drawings, diagrams, maps, tables). Function - development of abstract thinking, familiarity with a conditionally generalized, symbolic representation of the real world.

Mixed visualization (educational sound film). Function - recreating the most complete living reflection of reality.

When using visual teaching methods, a number of conditions must be met:

a) the visualization used must be appropriate for the age of the students;

b) visualization should be used in moderation and should be shown gradually and only at the appropriate moment in the lesson;

c) observation should be organized in such a way that all students can clearly see the object being demonstrated;

d) it is necessary to clearly highlight the main, essential things when showing illustrations;

e) think through in detail the explanations given during the demonstration of phenomena;

f) the clarity demonstrated must be precisely consistent with the content of the material;

g) involve the students themselves in finding the desired information in a visual aid or demonstration device.

The transition to visual methods requires a lot of preliminary work. Although children can distinguish a natural sample well, they often cannot recognize it in a picture. This requires targeted work to correlate the object with its image. Objects and actions with them are played out, clarifying questions are asked that direct students’ attention to the signs that distinguish these objects and their images.

The greatest effect in working with students with mild mental retardation is achieved by a combination of visual and practical teaching methods.. These methods are based on the practical activities of students. Practical methods help students better understand and comprehend the material being studied, and develop skills and abilities. The source of knowledge is the students’ activities themselves. It is the visual and practical activity of children, directed by the teacher, that contributes to the meaningful mastery of speech, the development of spatial concepts, constructive and graphic skills, and the formation and development of visual thinking.

We include exercises and practical work as practical methods.

Exercise is the repetition of actions in order to develop skills. If the quality of the exercise improves, then mentally retarded children acquire skills; if automatism appears in the exercise, this means that the skills are formed.

By their nature, exercises are divided into: oral, written, graphic and educational. When performing each of them, students perform mental and practical work.

According to the degree of independence of students when performing exercises, they are distinguished:

a) exercises to reproduce what is known for the purpose of consolidation - reproducing exercises;

b) exercises to apply knowledge in new conditions - training exercises.

Oral exercises contribute to the development of logical thinking, memory, speech and attention of students. They are dynamic and do not require time-consuming record keeping.

Written exercises are used to consolidate knowledge and develop skills in its application. Exercises can be combined with oral and graphic ones.

Graphic exercises include students’ work on drawing up diagrams, making albums, making sketches when conducting practical work, excursions, etc.

Graphic exercises are usually performed simultaneously with written ones and solve common educational problems. Their use helps students better perceive, comprehend and remember educational material, and contributes to the development of spatial imagination.

Practical work of students with a labor focus is classified as educational and labor exercises. The purpose of these exercises is to apply students' theoretical knowledge in labor activity. Such exercises contribute to the labor education of students.

Practical work is carried out after studying large sections, and the topics are general in nature. They can be carried out not only in the classroom, but also outside the school (measurements on the ground, work on the school site).

Practical methods as a type of activity for mentally retarded children are used at all stages of education. This also involves making drawings, diagrams, diagrams, tracing the contours of continents, etc.

2.1. Lessons from the living world in the correctional educational process of an educational institution

The educational subject “Living World” in a special educational institution is the initial link in the formation of natural science knowledge, the propaedeutic stage in the development of conceptual thinking in primary school students based on information about inanimate and living nature.

The specificity of the intellectual defect of students in a special school (class) does not make it possible to include in the program information about complex phenomena in the inorganic and organic world.

On the other hand, a course in elementary natural history in junior classes(1-4) of a special school should lay the foundations for the future study of such basic subjects as “Natural Science” and “Geography”, and create a continuous system of knowledge between these subjects.

The educational subject “Living World” solves the following correctional, educational and educational tasks:

Clarifies children’s ideas about inanimate and living nature, gives new knowledge about its main elements;

Based on observations and simple experimental actions, it expands ideas about the relationship between living and inanimate nature, about the forms of adaptation of the living world to environmental conditions;

Develops the ability to observe natural phenomena, compare them, compose oral descriptions, use the results of observations and experimental work in speech, note phenological data;

Forms students’ knowledge about the nature of their region;

Forms initial information about human environmental activities, teaches students to respect nature.

The Living World course program is built on a concentric principle. This principle allows you to repeat and consolidate acquired knowledge throughout the year, and then supplement it with new information.

The content of the program and lessons on the subject “Living World” assume a large number of direct observations, therefore, as the main form of training, special importance is attached to excursions that allow organizing direct observations behind living and inanimate objects and natural phenomena. In addition, a variety of visual teaching aids should be used in lessons: natural objects, dummies, models, herbariums, collections, films and filmstrips. The leading teaching methods are: conversations, stories, observations and drawing up descriptions of objects or natural phenomena based on them, as well as experimental work in nature and various environmental activities of students under the guidance of a teacher.

Knowledge from the “Living World” program must be implemented in lessons for the development of oral speech, mathematics, reading, entertaining work, drawing, and also find application for it outside of class time.

A lesson is the main form of the educational process.A lesson in a correctional school is a lesson using special correctional educational and educational methods for the purpose of teaching children with mental development problems.

Requirements and conditions of a lesson in a special (correctional) school

General didactic requirements:

The teacher must be proficient in the subject and teaching methods;

The lesson should be educational and developing;

Corrective and developmental work should be carried out at each lesson;

The material presented must be scientific, reliable, accessible, must be related to life and be based on the past experience of children;

Each lesson should provide an individually differentiated approach to students;

Interdisciplinary connections should be made in the lesson;

The lesson should be equipped with: technical means training; didactic material (tables, maps, illustrations, tests, diagrams, reasoning algorithms, punched cards, punched envelopes, etc.);

The safety regime must be strictly observed in the classroom: in elementary schools - physical education sessions; correspondence of furniture to the age of children; matching didactic material in size and color; correspondence of the educational load to the age of the child; compliance with sanitary and hygienic requirements.

The lesson should help solve the main problems facing the school:

Provide comprehensive pedagogical support to a mentally retarded child;

To promote social adaptation of an abnormally developing child.

Special Requirements:

Slowness of the pace of learning, which corresponds to the slowness of mental processes;

Simplification of the structure of the knowledge of learning in accordance with the psychophysical capabilities of the student;

Implementation of repetition during training at all stages and links of the lesson;

Maximum reliance on the child’s sensory experience, which is due to the concreteness of the child’s thinking;

Maximum support on practical activities and student experience;

Reliance on more developed abilities child;

In the practice of type VIII special schools, the following types of lessons are distinguished:

Propaedeutic lesson. Used to prepare for the acquisition of new knowledge, to improve the level of cognitive abilities of children.

A lesson in learning new material.

Lesson to consolidate knowledge.

Lesson of generalization and systematization of knowledge.

Lesson on testing and assessing knowledge.

Combined lesson.

At school, a combined lesson is most often used, combining the types of work and tasks of several types of lessons. This type of lesson is very popular due to small portions of new knowledge, the availability of time to solve didactic problems, consolidate, repeat, clarify knowledge, and the variety of techniques in the educational process.

Lesson structure in a special (correctional) school:

Taking into account the dynamics of the performance of mentally retarded students, it is recommended to use the following stages of organizing activities in the lesson:

Organizational and preparatory stage (up to the tenth minute of the lesson).

The first stage ensures the rapid inclusion of children in the lesson and the prerequisites for productive work.

The second point in organizing a lesson is to develop skills proper organization their actions in class. This stage not only ensures the productivity of learning, but also teaches children to be organized in any activity.

Main stage (up to the twenty-fifth minute).

At the main stage, the main objectives of the lesson are solved. At this stage, didactic and psychological preparation for solving the main task of the lesson occurs at the beginning, so that mentally retarded children correlate their actions with the issues of the cognitive task. This can be a message about the topic and purpose of the lesson with a motivated explanation. The teacher explains in detail what the children will do and why it is needed. It is necessary to express the opinion that the children will cope with the task. Next, it is recommended to carry out special training to solve the cognitive problems of the lesson with an introductory conversation, or a frontal brief survey of previous material, or examination of tables, drawings, living objects to create ideas when studying new material. After such preparation, you should begin to study new material or repeat the previous one.

At this stage, the students’ successes are assessed, the results of the work are summed up, workplaces are put in order and a relaxation setting is created: games, songs, riddles, etc.

3) The final stage consists of the organizational completion of the lesson (from the thirtieth minute of the lesson).

Approximate structure of a combined lesson:

Organizational moment and preparation for the lesson;

Organization of educational activities;

Checking homework;

Repetition of previously studied material;

Preparation for the perception of new material;

Learning new knowledge;

Correction in the process of acquiring new knowledge;

Consolidation of new material;

Summarizing;

Homework announcement;

Conclusion from the lesson.

Having studied the special psychological, pedagogical, and medical literature on the research problem, I examined the features of the formation of ideas about the world around us in students with disabilities.

Children with intellectual developmental disabilities make up a large percentage of children with disabilities. Young schoolchildren with intellectual disabilities differ significantly from their typically developing peers. Children with intellectual development disorders are characterized by underdevelopment of cognitive interests, which is expressed in the fact that they have less need for cognition than their normally developing peers. As a result, these children receive incomplete and sometimes distorted ideas about the environment; their experience is extremely poor.

The knowledge and ideas about the world around us among younger schoolchildren with intellectual disabilities are significantly limited and primitive. Lessons from the living world contribute to the development of the child’s personality, the formation of new knowledge, the development and correction of mental processes, the development of the ability to analyze, draw simple conclusions and generalizations that reveal causal, effectual, temporal and other connections between objects, phenomena and states of nature.

To increase the level of ideas about the world around us, it seems to me significant to use individually oriented visual and practical tasks in lessons of the living world with intellectual disabilities.

Conclusion

The world around us is large and diverse. It includes: the natural world, the world of people, the world of objects created by human hands. Familiarizing younger schoolchildren with intellectual disabilities with the world around them is a means of developing in their minds realistic knowledge about the world, based on sensory experience and nurturing the correct attitude towards it.Primary school age stands out as a period of high interest in the world around us. It is in this that liesthe basis for understanding the world, the formation of a natural science picture of the world. Acquaintance with the outside world is the source of the first concrete knowledge and those joyful experiences that are often remembered for a lifetime.

In children with intellectual disabilities, the development of all mental processes and cognitive sphere generally.

Having studied and analyzed the psychological and pedagogical literature, we can conclude thatthat such children can have an objective picture of the world around them only with the help of an adult.Consequently, corrective work with children with intellectual developmental disabilities is necessary to form ideas about the world around them, since this has a significant impact on their future social life.

Bibliography

Belopolskaya N. L., Lubovsky V. I. Differential psychological diagnosis of children with intellectual disability: Children's pathopsychology: a textbook. M.: Kogito - Center, 2004. – 495 p.
Education and training in a auxiliary school. Ed. V.V. Voronkova. M.: “School-Press”, 1994
Vygotsky L.S. The problem of mental retardation. Mentally retarded child / Ed. L.S. Vygotsky and I.I. Danyushevsky. - M., 2005. – 390 p.
Gamayunova A.N. Science lessons in a special (correctional) school of the VIII type. /J “Education and training of children with developmental disorders” - 2003 - No. 3.
Ekzhanova E.A. A systematic approach to developing a program for correctional and developmental education for children with intellectual disabilities. // Defectology. – 1999 - No. 6 – p.25.
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Organization: MBDOU DS No. 108

Locality: Chelyabinsk region, Chelyabinsk

The problem of educating preschoolers using natural resources has attracted the attention of researchers from ancient times to the present day. The first statements in this area can be found in the works of Ya. A. Komensky, I. G. Pestalozzi, and in domestic pedagogical literature in A. S. Makarenko, V. A. Sukhomlinsky, K. D. Ushinsky, and others.

Currently, scientists have determined the methodological and theoretical foundations for the formation of a conscious attitude towards the socio-natural environment, in accordance with the capabilities of a certain age, the content has been selected, the most appropriate methods and forms of educational work with children have been determined (N. F. Vinogradova, S. N. Nikolaeva , A. A. Pleshakov, etc.).

The surrounding world is the world that surrounds the child: nature, people, objects. This concept can be considered in a broad and narrow sense. In a broad sense, the surrounding world can be considered the entire planet on which we live. In a narrow sense, this is the specific environment in which the child was born, grows and develops. The natural world is living and inanimate nature that is part of the surrounding world. Social world - people, society of people. People create this world themselves, structure it. In it, people socialize, act, and transform it in accordance with their needs. Social reality is specific events, facts, relationships that characterize the current time period of the functioning of human society.

In preschool childhood, reflection of objects or phenomena of the surrounding world is carried out at the level of ideas. A preschooler thinks visually, in images. The main objectives of introducing preschoolers to the world around them are:

1. formation in the child of a holistic picture of the world around him;

2. development of interest in objects and phenomena of the surrounding reality (the world of people, animals, plants), habitats of humans, animals, plants (earth, water, air);

3. familiarization with household items necessary for a person, their functional purpose (clothing, shoes, dishes, furniture, etc.);

4. formation of initial ideas about oneself, about the immediate social environment (“I and an adult”, “I am in the family”, “I am in kindergarten”, “I am on the street”), about the simplest family relationships (mom, dad, grandmother, grandfather, brother, sister, etc.);

5. formation of initial ideas about the macro-social environment (yard, store, pharmacy, clinic, school, transport, etc.), about people’s activities, phenomena of social life;

6. formation of initial ideas about natural phenomena, daily, seasonal and spatial changes in nature;

formation of environmental ideas, value foundations of attitude towards the surrounding world.

In older preschool age, a child develops a new mental quality – value orientation. In this regard, further familiarization with the world of adults and objects created by their labor acquires special significance for the full development of a child’s personality. The teacher’s task is to help the child learn to navigate freely, use it correctly for its intended purpose and appreciate the objects of material culture that surround him in everyday life at home, in kindergarten, and on the street. At an older age, a preschooler develops clear ideas about the objects of material culture that he encounters in everyday life. The child’s knowledge about the properties and varieties is enriched various materials(paper, cardboard, rubber, plastic, wood, metal, etc.) used to make objects depending on their purpose and use in human life. The knowledge about natural phenomena acquired by children in the previous group is expanded, clarified and systematized.

Particular attention is paid to the formation of generalized ideas in children based on the identification of characteristic and essential features of natural objects. Fostering a caring attitude towards nature occurs through the formation of a consciously correct attitude towards it. The main task is to educate preschoolers with the fundamentals of environmental consciousness, value orientations in behavior and activities, ensuring a responsible attitude towards the surrounding social and natural environment, health (your own and those around you), following environmental rules in forms accessible to the child: behave culturally in nature: do not pollute recreation areas, treat flowering plants, bushes, and animals with care.

According to O. V. Dybina, Special attention Teachers should pay attention to the fact that when getting acquainted with the outside world it is impossible to:

* limit yourself only to a monologue-story about objects, phenomena of reality - it is necessary to include as many actions as possible in your classes (sit on a chair, sofa, put on clothes and walk around in them, invite your mother, treat your grandmother, etc.);

* overload children with a large number of questions;

* reduce the organization of work with children only to the form of educational activities.

IN senior group familiarization with the surrounding world is carried out both in the form of games-activities, and in the form of a didactic game itself, when the game rule regulates the actions and relationships of children, and the correct solution of problems is the achievement of the goal of the game. When organizing and conducting games-activities, didactic games, it is important to create an atmosphere that allows each child to realize his activity in relation to the world around him. Awareness activities include:

Familiarization with the phenomena of social life;

Familiarization with the objective world created by man;

Familiarization with the phenomena of living and inanimate nature.

To stimulate children's activity in the process of learning about the world around them, various didactic games can also be used, as in joint activities children and adults, as well as in the independent activities of preschoolers. Another way to understand the patterns and phenomena of the surrounding world is the method of experimentation.

The main types of children's activities in the preschool period are playful and productive. Productive activity in preschool education is the activity of children under the guidance of an adult, as a result of which a certain product appears.

Numerous studies have shown that it is productive activity that contributes to the development of graphic skills in children of senior preschool age, fosters perseverance, creates pedagogical conditions for the process of socialization of senior preschoolers and, along with play, is of greatest importance for the development of the psyche during this period.

Research in recent years shows that the number of children with delays in speech and personal development is growing. As you know, children’s speech directly depends on the fine motor skills of their fingers.

Engaging in productive activities develops the child’s creative imagination, promotes the development of hand muscles, coordination of movements, and develops thinking skills (analysis, synthesis, ability to compare).

Productive activity, like any cognitive activity, is of great importance for the mental education of children.

When conducting classes, they create favorable conditions to develop such qualities as inquisitiveness, initiative, curiosity and independence. Productive activity has an impact on the comprehensive education of a preschooler. It is closely related to sensory education. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space.

In the process of productive activity, mental and physical activity. To create a drawing, sculpting, or appliqué, it is necessary to make efforts, carry out labor actions, and master certain skills.

Preschoolers master many practical skills that will later be needed to perform a variety of jobs and acquire skills that allow them to feel independent.

In productive activities, an integrated approach is successfully implemented. Classes allow you to relieve stress and fears of children.

Productive activity, modeling objects of the surrounding world, leads to the creation of a real product, in which the idea of an object, phenomenon, situation receives material embodiment in a drawing, design, three-dimensional image.

Productive activities of a preschooler include visual and constructive activities. Fine art activities include drawing, modeling, and appliqué.

Drawing is one of children's favorite activities, giving great scope for the manifestation of their creative activity. The themes of the drawings can be varied. The guys draw everything that interests them: individual objects and scenes from the surrounding life, literary characters, decorative patterns, etc. In this experiment, I will not present traditional techniques of visual activity, but will focus on such techniques as:

* monotype, on a smooth glass surface or thick glossy paper (it should not allow water to pass through) - the drawing is made with gouache paint or paints. A sheet of paper is placed on top and pressed to the surface. The resulting print is a mirror image;

* grattage is also called “tsap-scratch”! The drawing is highlighted by scratching with a pen or sharp instrument on paper or cardboard filled with ink (to prevent it from spreading, you need to add a little detergent or shampoo, just a few drops). The word comes from the French gratter - to scrape, scratch, so another name for the technique is the scratching technique.

We usually take thick paper shading with a thick layer of colored wax crayons. You can take colored cardboard with a ready-made colorful pattern, then you can limit yourself to the usual wax candle(not color). Then, using a wide brush or sponge, apply a layer of mascara to the surface. You can, of course, use gouache, but it gets dirty after drying. You can also use black acrylic paints. When it dries, use a sharp object - a scraper, a knife, a knitting needle, a plastic fork, a toothpick - to scratch the design. A pattern of thin white or colored strokes is formed on a black background;

* pointillism (French Pointillisme, literally “dot point”) - a style of writing in painting that uses pure paints that do not mix on the palette, applied in small strokes of a rectangular or round shape, counting on their optical mixing in the viewer’s eye, as opposed to mixing paints on palette Optical mixing of three primary colors (red, blue, yellow) and pairs of additional colors (red - green, blue - orange, yellow - violet) gives significantly greater brightness than a mechanical mixture of pigments. The mixing of colors to form shades occurs at the stage of perception of the picture by the viewer from a long distance or in a reduced form.

The uniqueness of modeling as one of the types of productive activity lies in the three-dimensional method of depiction. Children sculpt people, animals, dishes, vehicles, vegetables, fruits, toys. The variety of topics is due to the fact that modeling, like other types of visual activities, primarily fulfills educational tasks, satisfying the cognitive and creative needs of the child. The transfer of spatial relationships of objects in modeling is also simplified - objects, as in real life, are placed one after another, closer and further from the center of the composition. Issues of perspective in modeling are simply removed.

In the process of practicing appliqué, children become familiar with the simple and complex shapes of various objects, parts and silhouettes of which they cut out and paste. Creating silhouette images requires a lot of thought and imagination, since the silhouette lacks details, which are sometimes the main characteristics of the object. Application classes contribute to the development of mathematical concepts. Preschoolers become familiar with the names and characteristics of the simplest geometric shapes, gain an understanding of the spatial position of objects and their parts (left, right, corner, center, etc.) and quantities (more, less). Performing applicative images promotes the development of hand muscles and coordination of movements. The child learns to use scissors, cut out shapes correctly by turning a sheet of paper, and lay out the shapes on the sheet at an equal distance from each other. During appliqué classes, I introduced children to the “mosaic from paper lumps” technique. You can use a wide variety of paper: plain colored, corrugated, paper napkins, candy wrappers, foil and even old newspapers. The only condition– the paper must be soft enough;

Thus, visual activity plays an important role in the development of a child’s ideas about the world around him. An adult can and should purposefully guide the creative manifestations of children, use the skills acquired in the process of developing drawing in other types of organized educational activities of the child, in particular when introducing him to the world around him.