Features of development and formation of memory in children

Preschool age is a time of rapid development of higher mental functions. Every new year and month brings qualitative changes; thinking, speech, attention, and the emotional-volitional sphere change. Therefore, the development of memory in preschool children, along with other functions, is the primary task of parents, the relevance of which cannot be overestimated.

Definition of memory and its essence

Memory is a cognitive process that consists of fixing perceived experience, holding it in a state of active attention for some time with the ability to reproduce it later, including the processes of remembering, storing, reproducing and forgetting information.

The neurophysiological essence of memory is the formation of stable neural connections (synapses) in the cerebral cortex.

There are such types of memory as:

• involuntary - impressions, usually colored by vivid emotions, are preserved by themselves;
• voluntary—the volitional component and associations are involved.

Memories associated with different areas of life can be imprinted on neurons located nearby in the cerebral cortex: the memory of the smell of cocoa is located next to images of being in kindergarten, which is why the smell evokes images associated with that period of life. On the contrary: the color green is associated with a Christmas tree, so information about everything green is located next to memories of Christmas trees. The example is conditional, but this is how associations work. It is believed that the ability to voluntarily memorize is established in preschool age, which later affects learning and personality formation.

There is an innate ability to remember, due to the natural plasticity of brain tissue (“mneme”) - mechanical, or immediate memory. This characteristic can really be improved with the help of mnemonic techniques and different ways of assimilating information. The development of cultural memory can be practiced throughout life, but techniques learned in childhood work better than others.

Wait, who's coming? It's me, your attention

Attention is a cognitive process by which a child or adult makes a choice of what to perceive, remember, and therefore store, recall and use in relation to information, activity, and communication.

The child is under a very large flow of impressions and images, but only what comes into the area of ​​attention can enter consciousness and be remembered. Weak memory equals weak attention.

People with high intelligence have a high ability to concentrate and regulate their attention. Their memory is full of knowledge, since their attention ensures that the necessary information is received and remembered.

Conversely, a person with poor attention has insufficient knowledge and constantly lacks it. Attention is the bottleneck through which information enters and is remembered.

You can check your attention here (opens in a new tab), and the student’s attention here.

Types of memory

Based on the duration of storing information, memory is divided into two types:

• Short-term - memorization for a short (several minutes) period, rapid forgetting. For example, numbers during oral counting, a passage of text when taking notes, writing from dictation, people in the room where they were just now. Such information is not stored for a long time and is erased after a while.
• Long-term - postponing memories, information, impressions, skills for a long time. Helps to accumulate and combine life experiences that shape a person’s personality. It can be mechanical or semantic (associative).

According to the leading analyzer, memory is divided into the following types:

• visual - memorizing visible images;
• auditory - remembering what is heard;
• tactile, motor (motor) - memorization of sensations and movements;
• emotional - capturing vivid emotions;
• verbal-logical - speech structures and semantic connections are assimilated.

Several species are involved in the process at the same time, rarely only one of them.

Peculiarities of memory of preschool children

Preschool is considered the period from 4 to 6-7 years. At this age, children speak well, are capable of constructing complex sentences, their attention and thinking are actively developing, and the ability to analyze appears. Mental abilities develop as the child prepares for school, especially if parents prepare him purposefully, and in the first school year, in order to cope with the multiply increased mental load. Features of memory development during this period include the rapid formation of a volitional component and voluntary memorization.

In younger preschoolers, figurative memory predominates: they remember what impressed them most. Insignificant, but striking features of an object are highlighted, while important, but not so noticeable, features can be ignored.

The formation of fine motor skills contributes to the development of motor memory in children of older preschool age. When certain actions are performed frequently, their automation is achieved. The future first grader learns to sew, cut out complex details from paper with scissors, draw, and sculpt. Gross motor skills develop: the baby is able to learn play and dance movements, having time to observe others and coordinate his actions with them.

The development of speech function occurs with great productivity during this period. At four or five years old, most children can read, listen to stories, fairy tales, reproduce heard texts in their own words, express their thoughts coherently, and recite short poems by heart. This ability develops in communication with adults and peers.

Memory development in preschoolers begins with involuntary memorization. If a poem or story is emotionally charged, the child will easily remember it. Everything unusual that occurs in life is quickly stored in the head for a long time. From the age of four, the child learns to connect the volitional component to memorization, and one can begin to develop his voluntary memory. Self-control arises, and gradually the preschooler himself learns to remember information that will be useful in the future.

A growing person develops personal experience based on remembering events and experiences associated with them. The baby shares this experience with others, talking coherently about it: an interesting trip, a trip to the zoo, resentment, painful sensations when visiting a doctor - all such vivid impressions remain for a long time.

Involuntary memory develops as a result of regular observations, for example, of living nature, so it is advisable to focus on such things. The free skill develops faster if you often encourage the preschooler to reproduce the accumulated experience: teach him to play, write and tell stories, memorize poems, songs, and fairy tales.

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Memory development in children 6-13 years old

We develop the ability to quickly memorize and retain a large amount of necessary information for a long time

find out more

Peculiarities of learning material by preschoolers

Voluntary memorization in children under 7 years of age depends on the following factors:

• the content of the proposed material: how interesting it is, whether it evokes emotions, how it is presented;
• learning process: there must be a certain logic that is understandable to the child’s mind and easily retained in the head for a long time;
• motivation: it is necessary to explain why this knowledge will be needed in the future;
• control of long-term memorization: you need to check the degree of assimilation of the material over time.

It is important to remember that for a preschooler, the leading form of activity, according to L.S. Vygotsky, is play, so memorization should occur during the game. You shouldn’t get tired and lose interest, this will lead to the opposite result.

How to develop memory in a child?

The main activity of children is play, therefore such an important matter as memory development should take place as part of the entertainment process. It is unacceptable to force a child to study; this will forever kill his interest in acquiring new knowledge. And the use of modern gaming technologies will allow you to achieve excellent results and have fun.

It is necessary to train the child’s memory regularly, systematically, offering the child various tasks so that he does not get bored with the lessons.

Experts recommend following these recommendations:

• In order for a child to remember something better, you should use as many types of memory as possible. For example, if you need to retell a simple story, to remember it you should listen to it, look at pictures, draw it, play it.
• You cannot achieve the correct answer at any cost; the baby should not get tired. It is also unacceptable to scold a child, be nervous, or get angry if he does not understand the task. Such lessons will not bring any benefit. It’s better to practice more often, but little by little.
• A variety of exercises ensures that the child does not get tired.
• Fresh air is necessary for the brain to work productively, so some of the memory development activities can be done outside.

Memory development is of great importance in the process of raising a child. Do not underestimate the importance of such exercises and games, as they will create favorable conditions for subsequent success in educational activities. If you miss the moment, the child will begin to experience difficulties in completing tasks, since he will not be able to remember the algorithm of actions, and will give the impression of being inattentive and even underdeveloped.

Methods for developing visual memory

"Camera"

The child is shown the drawing for a few seconds and given the task of “being a camera”: remember it in detail. Then they remove it and ask you to talk about what you saw, trying to remember as many details as possible. They show the drawing again, check what was reproduced correctly and what was forgotten. If it is difficult for your child to complete a task, you need to say: “Please try to remember more next time.” You need to talk to him kindly, and not scold him if something doesn’t work out. This recommendation applies to all games and educational techniques.

"Find the Differences"

The subject is shown two almost identical pictures, where several elements that need to be detected differ. The first is shown a picture where all the elements are present, they are asked to remember it, the second is a picture where some details are missing. Gradually, the child learns to accurately remember the drawing in the smallest detail and to find differences very quickly.

"What is missing?"

An exercise similar in meaning to the previous one, but different in form. They show a set of small objects lying on the table (pebbles, jewelry, Kinder Surprise toys, etc.), ask them to look at them for a few seconds and remember. Then the objects are covered with a scarf, the child is asked to close his eyes or turn away, at this time one object is removed. After which they are allowed to open their eyes and objects are shown again. You need to correctly answer which one is missing.

"What changed?"

This game is for a group of children. The presenter asks one of them to stand up and come to him, and the rest - to look at him for a few seconds and remember well. The presenter takes the baby out the door and changes something in his appearance, not particularly noticeable: he puts on or takes off jewelry, ties a bow, combs his hair in a different parting, asks him to unbutton a button. After which the child returns to the other children, who must guess what has changed. You can make the game a team game, assigning points to each team for attentiveness.

“Describe your neighbor”

The game is suitable for activities with children sitting nearby, for example, in kindergarten. The guys are given the task of looking at their neighbor for a short time, turning away and describing him from memory. In turn, the neighbor does the same. The one who gives the most details wins.

"Schulte tables"

A technique used by psychologists to determine attention switchability. It can be used to develop visual memory in children of primary school age. Children are shown tablets with letters, numbers or simple drawings, are asked to look at the tablet for a while, and then reproduce what they remember.

DIAGNOSTICS OF FEATURES OF VERBAL MEMORY

IN MIDDLE PRESCHOOL AGE CHILDREN WITH SPECIAL DISTRIBUTION

Currently, the number of children who have any physical or mental disabilities is increasing, and the number of children with mental retardation (MDD) has especially increased. Within the framework of psychological and pedagogical research, significant material has been accumulated indicating the specific characteristics of children with mental retardation. When developing the methodological foundations of preschool education, it is necessary to take into account universal psychological laws and conceptual approaches, it is necessary to remember the specifics of mental processes in different groups of children, in this case, memory in children with mental retardation. Transformations in the cognitive sphere that occur in preschool age are extremely important for the further full development of the psyche.

A small number of works are devoted to the problem of the memory characteristics of preschoolers with mental retardation (T.V. Egorova, V.I. Lubovsky, T.A. Vlasova, K.S. Lebedinskaya, V.L. Podobed, M.S. Pevzner). So, T.V. Egorova noted that the memory of children with mental retardation is formed in the process of activity in the same way as that of normal preschoolers. But the processes of memorization, preservation and reproduction in children with mental retardation have their own characteristics.

It is also noted that in this group of children, visual memory predominates over verbal memory. This determined the relevance of our research.

When conducting the study, we set the following tasks:

1) study and analyze psychological, pedagogical and medical literature on the research problem.

2) theoretically study the features of verbal memory in children with hearing impairment of middle preschool age.

3) to diagnose the development of verbal memory in children of middle preschool age with mental retardation.

4) draw a conclusion about the state of verbal memory in children of middle preschool age with mental retardation.

5) select methods for correcting verbal memory.

Mental retardation (mental retardation) is an unstable, reversible mental development and a slowdown in its pace, which is expressed in the insufficiency of the general stock of knowledge, limited ideas, immaturity of thinking, low intellectual focus, and the predominance of gaming interests.

Verbal memory is a type of memory that determines the ability to remember, retain and reproduce speech (verbal) information.

Verbal memory is considered as one of the most complex forms of mental activity, which is directly related to speech, the development of which in children with hearing impairment is slow and peculiar.

Verbal memory (memory-story) is expressed in memorizing and reproducing our words, nursery rhymes, and jokes.

A person uses words not only to designate objects, and verbal speech is involved not only in the formation of ideas and storage of visual information. He receives the overwhelming amount of knowledge through the verbal system, perceiving oral information, reading books and storing in his memory the results of information obtained through speech.

With mental retardation, the main violations of the child’s intellectual level of development are due to insufficient cognitive processes. Thus, in children, verbal memory suffers the most. There are deficiencies in the development of voluntary memory, manifested in slow memorization, rapid forgetting, inaccurate reproduction, and poor processing of perceived material. Insufficient ability to apply memorization techniques, such as semantic grouping and classification, comes to the fore in the structure of disturbances in mnemonic activity. The insufficiency of voluntary memory in children with mental retardation is largely associated with the weakness of the regulation of voluntary activity, its insufficient focus, and the immaturity of the self-control function.

Lack of development of cognitive processes is often the main cause of difficulties encountered in children with mental retardation. As numerous clinical and psychological-pedagogical studies show, memory impairments play a significant role in the structure of mental activity defects in this developmental anomaly. V.A. Lapshin and B.P. Puzanov note that all children with mental retardation have memory deficiencies, and this applies to all types of memorization: involuntary and voluntary, short-term and long-term. This especially applies to memorizing verbal material, which cannot but affect academic performance.

We have selected methods for studying the verbal memory of children of middle preschool age: the “10 words” method by A.R. Luria and the “Reproduction of Stories” technique.

“10 Words” Methodology by A.R.

Purpose: to study the state of memory, identify mental status (exhaustion, fatigue), stability of attention.

Equipment: a tablet of 10 words (Table 1).

Instructions: “Now I will read 10 words. Listen to them carefully, and then repeat. Next, I will read the same series of words again, and you will repeat it again. And so only 5 times.”

Table 1

Words to remember

After carrying out the methodology, we constructed a “memorization curve”, from which we can draw conclusions regarding the subjects’ memory characteristics. If children of middle preschool age with the norm remember 7–9 words, then children with mental retardation, on average, remember 3–6 words.

The “memorization curve” indicates a weakening of active attention due to severe fatigue of the subjects. So, in our case, 1 child (12.5%) has a curve graph with a sharp descent to the bottom.

The exhaustion of the subjects’ attention does not necessarily manifest itself in a curve with a sharp descent; sometimes the curve takes on a zigzag character, indicating the fatigue of the subjects (75%). Only 1 child (12.5%) has an upward curve, which indicates the development of the child’s active attention.

In addition, we noted that the subjects reproduce words that were not read to them. Thus, 2 out of 8 children, which is 25%, named extra words. Arkady (5 years old) named the words: tree, hail, unicorn. Grigory (5 years old) named the words: vase, cheese.

In the “Reproduction of Stories” method, to study the volume and accuracy of reproduction, a story is read to children and they perceive it by ear. They then reproduce the story orally. When analyzing, it takes into account whether all semantic links are reproduced and what is omitted.

For memorization, we chose the story “The Jackdaw and the Doves.”

During the study, the children listened carefully to the story. When playing the story, 4 children (50%) out of 8 began to worry, sorting through sweaters and shoes.

We evaluated the children's retellings:

5 points – the child retold the story completely;

4 points – the child retold more than half of the story and made minor mistakes;

3 points – the child retold half the story;

2 points – the child retold less than half the story and made serious mistakes;

1 point – the child did not retell the story or came up with his own story.

As a result of the examination using the methodology, the following results were obtained:

2 children (25%) retold almost the entire story – 4 points;

2 children (25%) retold half the story – 3 points;

4 children (50%) retold less than half of the story – 2 points.

The results obtained indicate that children of middle preschool age do not perceive verbal material well, and when retelling, they forget a lot of material and do not reproduce it.

Based on the results of the study, we came to the conclusion that it is necessary to develop verbal memory in children with mental retardation. We selected games and exercises to develop verbal memory.

Game "Remember the word."

The child is asked to listen to a few words (for example: cat, book, plane, flower, fox, tree, umbrella, key) and remember them, and then repeat. Also, memorizing individual words can be included in the course of a lesson, for example, in labor: repairing children's toys. In preparation for this simple type of work, as well as in the process of it, the need for simple tools and various materials is realized, which are not in the group, but which are stored by the teacher. One of the children is invited to receive from the teacher the things necessary for work (10 items).

Game "Remember the Fairy Tale".

The child is read words found in one fairy tale and asked to use these words to remember the name of the fairy tale:

Old man, old woman, bun, wolf, hare, bear, fox;

Planted, grew, began to pull, pulls and pulls;

Grandfather, woman, chicken, egg, beat and beat did not break.

Exercise. “I put it in a bag.”

Playing with a group of children. The presenter begins and says: “I put apples in the bag.” The next player repeats what was said and adds something else. And so on. They play until the children can reproduce the word series. After this, you can come up with small texts for the game. The presenter comes up with the first sentence. The next player repeats this sentence and adds his own, and so on.

Exercise “Learn words.”

The goal is to improve the learning process. The child is asked to memorize 12 words and tell them in order. During the lesson, words are read to the child, after which he must reproduce them from memory. Ideally, a child should remember and reproduce words in six or fewer repetitions.

Exercise “Name the words.”

The task is aimed at improving active memory and increasing vocabulary. Groups of words: animals, colors, shapes of objects, actions. During the lesson, we tell the little one a few words related to one of the groups. We ask him to name other names that fall into this category.

After conducting the study, it was determined that children of middle preschool age with mental retardation have a low level of development of verbal memory, and they need games and exercises to develop verbal memory.

Bibliography

1. Blonsky, P.P. Memory and thinking [Text] / P.P. Blonsky. – Leningrad: State Socio-Economic Publishing House. – 215 p.

2. Boryakova, N.Yu. Pedagogical systems of training and education of children with developmental disabilities [Text] / N.Yu. Boryakova. – M.:AST; Astel, 2008. – 222 p. - (Graduate School).

3. Luria, A.R. Theory of development of higher mental functions in Soviet psychology [Text] / A.R. Luria // Questions of Philosophy. – 2003.

4. Stolyarenko, L.D. Fundamentals of Psychology [Text] / L.D. Stolyarenko. – Rostov-on-Don: Phoenix, 2005 – 672 p.

E.A. Lebedeva

L.M. Lapshina

FEATURES OF VISUAL-FIGURATORY THINKING OF MIDDLE SCHOOL AGE STUDENTS WITH INTELLECTUAL DISABILITIES

Studying the thinking characteristics of schoolchildren with intellectual disabilities is a traditional priority area of ​​theoretical and practical oligophrenopedagogy [4].

In relation to children with intellectual disabilities, a sufficient level of development of thinking is a prerequisite not only for mastering the educational program (although in the context of the implementation by the special education system of the Federal State Educational Standard for children with intellectual disabilities, this acquires special significance), it is also a way of effective socialization of this contingent of students [2 ].

It is thinking as a higher mental process that significantly lags behind in its development in children with intellectual disabilities and, according to leading experts in the study of this issue, even adults do not achieve the highest form of development of the thought process - verbal-logical [5]. Therefore, even classical studies in the field of studying the thinking of schoolchildren with intellectual disabilities contain a description of the features of visual-figurative thinking [3; 4].

To study the thinking characteristics of schoolchildren with intellectual disabilities, we organized our own practical research, organized on the basis of a special (correctional) school of the VIII type in the village. Uyskoye, Chelyabinsk region. The study involved 7 5th grade students. All those examined were diagnosed with F70. The state of all basic thinking operations was diagnosed: analysis, synthesis, comparison, classification, generalization. For this purpose, we used the classical methods recommended for studying the characteristics of the mental development of schoolchildren with intellectual disabilities by L.A. Wenger's " Labyrinth", S.D. Zabramnoy “Elimination of the superfluous” [5].

Both methods contain a level expression of the development of mental operations through three positions: high, medium, low.

Quantitative results of the level of development of visual-figurative thinking of schoolchildren with intellectual disabilities are presented in the table.

Table

The general level of development of visual-figurative thinking of schoolchildren with intellectual disabilities

Analysis of the results of a practical study showed that the overall level of development of visual-figurative thinking of schoolchildren with intellectual disabilities in this sample is extremely low - 85.6% of students demonstrate low performance. And only one student - Slava V. showed a generalized result at the average level.

In addition, operational analysis showed that all thinking operations have features in their development.

It should be noted that the results of a study of the characteristics of visual-figurative thinking of fifth-graders with intellectual disabilities in the main positions coincide with the results of a previously conducted similar survey of mental operations in seventh-grade students of this school [1].

Consequently, we can talk about the features of visual-figurative thinking of children of middle school age with intellectual disabilities in general (and not just about the features of thinking of students of a certain parallel of classes). The following should be noted as the main ones: the comparison process is difficult for middle-level correctional school students, the method of classifying visually presented objects has not been formed, and seriation by the number of depicted objects is difficult.

When completing test tasks, children with intellectual disabilities required much more help from the teacher than in other school situations. They also noted difficulties in the process of perception and formation of a holistic image, the identification of essential features, difficulty in orientation in space, all this leads to difficulties: when recognizing drawings, slowness of vision, inaccuracy, omission of details of the image, erroneous versions are often formed regarding what is shown in the drawing.

A general analysis of the research results showed that the level of development of all examined thinking operations of middle school-age students with intellectual disabilities is characterized by general features described by representatives of classical oligophrenopedagogy [3; 4] for children in this category: reducing the speed of the child’s involvement in completing the task; difficulties understanding and accepting the task; a large number of errors made when performing diagnostic tasks; more complex thinking operations (comparison, classification) have more pronounced indicators of underdevelopment.

The results of our own practical examination of visual-figurative thinking of schoolchildren with intellectual disabilities were taken into account by subject teachers when drawing up adapted educational programs for students, which will become the basis for mastering the Federal State Educational Standard for children with intellectual disabilities.

Bibliography

1. Lapshina, L.M. Correction of mental operations of students with intellectual disabilities in Russian language and reading lessons [Text] / E.A. Lebedeva, L.M. Lapshina // Fundamental and applied sciences today: materials of the VI International Scientific and Practical Conference on August 24-25, 2015 / CreateSpace 4900 LaCross Road, North Charleston, SC, USA 29406. – 2015. – pp. 106–108.

2. Lapshina, L.M. Neurophysiological substantiation of the basic principles of organizing the learning process for children with intellectual disabilities [Text] / L.M. Lapshina // Adaptation of biological systems to natural and extreme environmental factors: materials of the II International Scientific and Practical Conference: in 2 volumes. – Chelyabinsk: Chelyab Publishing House. state ped. Univ., 2008. – pp. 183–186.

3. Petrova, V.G. Psychology of mentally retarded schoolchildren [Text] / V.G. Petrova, I.V. Belyakova. – M.: Academy. – 2002. – 160 p.

4. Pevzner, M.S. Oligophrenic children (study of oligophrenic children in the process of their upbringing and education) [Text] / M.S. Pevzner. – M.: Enlightenment. – 1959.

5. Rubinstein, S.Ya. Experimental methods of pathopsychology and experience of using them in the clinic (Practical guide) [Text] / S.Ya. Rubinstein. – M.: Medicine. – 1970. – 215 p.

V.M. Messer

Scientific supervisor: V.S. Vasilyeva,

Ph.D. ped. Sciences, Associate Professor

CONTENT OF WORK ON THE DEVELOPMENT OF COMMUNICATIVE COMPETENCE OF SENIOR PRE-SCHOOL CHILDREN WITH SPECIAL DISTRIBUTION

In modern Russian society, the problem of human communication comes to the fore, i.e. interaction through communication, where it, in turn, plays an important role as a means of personal development.

The formation of personality begins at birth through the process of communication between the child and close adults (these are parents, brothers, sisters, and other family members). The introduction of children to social norms occurs in preschool age, when the child acquires basic social knowledge and acquires certain values ​​necessary for him in later life. M.I. Lisina notes that in preschool age four forms of communication between a child and adults are successively replaced: situational-personal, situational-business, extra-situational-cognitive and extra-situational-personal [6]. DI. Feldstein notes such an unfavorable trend as the impoverishment and restriction of children’s communication. Already at primary school age, 25% of children experience helplessness in relationships with peers and an inability to resolve simple conflicts. Therefore, it is in preschool age that communication skills should develop and the child’s interpersonal relationships with peers and adults should be built.

In the studies of V.S. Vasilyeva reveals the leading role of the level and originality of the communicative competence of teachers working with preschool children [3] and notes the need for comprehensive training of specialists for the formation of communicative competence in preschool children [2].

The issues of developing communicative competence in preschool children acquire particular relevance in the process of working with preschool children with disabilities [1; 8], in particular, with mental retardation (MDD) [7]. This is due to the fact that preschoolers with mental retardation are lagging behind in speech development, they have defects in sound pronunciation, phonemic hearing, and the process of perceiving and comprehending the content of stories, fairy tales, etc. is difficult. All this leads to the fact that children with mental retardation experience problems in speech communication and communication in general.

Communication of preschoolers with mental retardation, in contrast to their peers, is characterized by a low level of speech activity. The communication of children with mental retardation with each other is distinguished by a number of unique features. Communication with peers in children with mental retardation is episodic. Most children prefer to play alone. In cases where children play together, their actions are often uncoordinated. Role-playing play for preschoolers with mental retardation can be defined more as a side-by-side game than as a joint activity. Communication regarding the game is observed in isolated cases. Children with mental retardation do not have obvious preferences in communicating with peers, there are no stable pairs or communication groups. For them, a peer who is outside family ties has no subjective significance [5].

In accordance with the requirements of the Federal State Educational Standard for preschool education, the definition of “communicative activity” is currently considered as “communicative competence”.

Communicative competence is the ability to establish and maintain the necessary contacts with other people, as well as a certain set of knowledge, skills and abilities that ensure effective communication [3].

Observing the activities of children, you can notice communication disorders. Its features can be studied to determine the content of correctional work using various techniques [4].

In our study, we used the following diagnostic techniques:

1. “Share the toys” technique.

2. Conversation with unfinished answers “What would you do if...”.

3. “Color the mittens” technique.

The results of our research allowed us to draw the following conclusions. Analyzing the first “Share the toys” method, we can say that 62.5% of children have a high level of communication skills, 25% of children have an average level of communication skills and 12.5% ​​of children have a low level.

Analyzing the second technique “Conversation with unfinished answers: What would you do if ...”, we made the following conclusions:

— Answering the first question, the children showed greater activity and independence in relationships. 62.5% of children said that if they noticed that one of the children was sitting sad, they would try to cheer him up - give him a toy, candy, or invite him to play together. 37.5% of children said that they would not approach.

— Answering the second question, 87.5% of children said that they would share if their friend did not have enough cubes. If they didn't have enough cubes, they would ask. One child did not know what to do in these situations.

— Answering the third question, 62.5% of children said that they would raise a friend and calm him down. One child said he would have called an ambulance. One child did not answer the question. One child would call the teacher, she would take him to kindergarten and provide the necessary help.

Analyzing the third technique, “Color the Mittens,” we can conclude that the majority of preschoolers in the group can hear, listen and understand each other, plan and coordinately carry out joint activities, distribute roles, mutually control each other’s actions, negotiate, conduct a discussion, and correctly express their thoughts, support each other.

Thus, based on the results of the entire study, a conclusion can be drawn. The children's answers were quite detailed and varied. Observing the activities of children, we can say that children interact with each other in a group. Most children would come to the aid of their comrade. If necessary, they can seek help from adults. The communicative activity of preschool children with mental retardation is formed to a sufficient extent, which is due to the regular implementation of correctional and developmental activities, the inclusion of preschoolers with mental retardation in various models of interaction with peers, the creation of role-playing communicative situations, and the high level of communicative competence of specialists working with this category of children.

Bibliography

1. Abrarov, N.A. On the issue of the formation of social and communicative competence in preschool children with intellectual disabilities [Text] / N.A. Abrarov, V.S. Vasilyeva // Current problems of modern education: experience and innovation: materials of scientific and practical studies. conference (correspondence) with international participation. – Ulyanovsk, 2015. – pp. 11–14.

2. Vasilyeva, V.S. Modern approaches to optimizing the system of methodological work of a preschool educational institution [Text] / V.S. Vasilyeva, O.N. Diaghileva // Fundamental and applied science: collection. scientific stat. based on the results of research work for the 2014 academic year / under scientific. ed. M.V. Potapova. – Chelyabinsk: Chelyab Publishing House. state ped. University, 2015. – Chelyabinsk, 2014. – P. 79–81.

3. Vasilyeva, V.S. Theoretical and methodological foundations for the development of communicative competence of preschool teachers [Text] / V.S. Vasilyeva // Siberian Pedagogical Journal. – 2011. – No. 8. – P. 175–182.

4. Zhukov, Yu.M. Diagnostics and development of competence in communication [Text] / Yu.M. Zhukov, L.A. Petrovskaya, P.V. Rastyannikov. – M.: Moscow State University Publishing House, 1990.

5. Kravtsova, E.N. Child inside communication [Text] / E.N. Kravtsova // Preschool education. – 2005. – No. 3.

6. Lisina, M.I. Formation of a child’s personality in communication. Formation of a child’s personality in communication [Text] / M. I. Lisina. – Peter; St. Petersburg, 2009. – 320 p.

7. Lyashchuk, A.N. On the issue of developing communicative readiness for schooling in children with mental retardation [Text] / A.N. Lyashchuk, V.S. Vasilyeva // Current issues of socialization of children with disabilities: scientific collection. stat. based on the results of scientific research. works of teachers and students of the Faculty of Correctional Pedagogy of ChSPU for the 2013-2014 academic year / compiled by L.B. Osipova; under scientific ed. L.B. Osipova, L.A. Druzhinina. – Chelyabinsk: Cicero, 2014. – pp. 21–29.

8. Osipova, L.B. Features of the communicative culture of preschoolers with visual impairments [Text] / L.B. Osipova, V.V. Stepanova // Current issues of socialization of children with disabilities: scientific collection. stat. based on the results of scientific research. works of teachers and students of the Faculty of Correctional Pedagogy of ChSPU for the 2013-2014 academic year / compiled by L.B. Osipova; under scientific ed. L.B. Osipova, L.A. Druzhinina. – Chelyabinsk: Cicero, 2014. – P. 77–80.

M.S. Minaeva

L.B. Osipova

CORRECTIONAL WORK TO DEVELOP COMMUNICATION WITH PEERS OF SENIOR PRESCHOOL CHILDREN WITH VISUAL IMPAIRMENTS

Communication with peers in preschool age plays an important role in the mental development of children with disabilities [1; 3; 6; 9]. For children with visual impairments, it acquires additional importance, since it is an effective means of correcting and compensating for secondary deviations that arise against the background of a visual defect.

An analysis of literary sources showed that most of the works are devoted to describing the characteristics of communication and the specifics of organizing correctional work in this area with school-age children with visual impairments (G.V. Nikulina, A.G. Litvak, V.Z. Deniskina, etc.) [4]. The features and methods of forming nonverbal means of communication in children with visual impairments of preschool and primary school age are revealed (V.A. Feoktistova, L.A. Remezova, etc.) [6; 8]. At the same time, the issues of developing communication with peers of older preschool children with visual impairments remain insufficiently studied.

G.V. Nikulina, L.I. Solntseva, V.A. Feoktistova, generalizing the difficulties of interpersonal interaction of children carried out in conditions of visual deprivation, reduces them to the following features:

— the predominance of the emotional-practical form of communication;

- frequent conflicts;

— an extra-situational-personal form of communication does not arise;

- difficulties in the ability to cooperate and empathize;

- low activity in communication;

— the motivation for elections is self-centered, subjective and inadequate;

— low level of proficiency in speech and non-speech means of communication [4; 5; 8].

To study the characteristics of communication with peers of children of senior preschool age with visual impairments, we conducted an ascertaining experiment, which took place on the basis of MBDOU DS No. 138 in Chelyabinsk. The study involved 10 children of senior preschool age with visual impairments. We used the observation method. When drawing up the observation program, the theoretical basis was the work of I.A. Orlova, V.M. Kholmogorova, M.I. Lisina, G.A. Uruntaeva, Yu.A. Afonkina and others.

Based on the results of the study, we received the following data, ranked by the level of development of communication skills of children of senior preschool age with visual impairments: high level - 20%; average level – 30%; low level – 50%.

During the observation, we noted that the following parameters turned out to be the most developed: initiative, calling peers by name, adequate response to requests. The nature of relationships in 90% of children is generally friendly or selective.

The least developed parameters: the use of non-verbal means of communication, the use of polite words, the ability to say hello, not to interrupt, to yield to others during conflict situations, the ability to negotiate.

Thus, the ascertaining experiment showed that the state of communication with peers of older preschoolers with visual impairments in 50% of children corresponds to a low level, which makes it necessary to carry out systematic, comprehensive correctional work to develop their communication skills with peers.

In order to develop communication among older preschoolers with visual impairments, including with peers, scientists (L.I. Solntseva, L.I. Plaksina, V.A. Feoktistova, V.Z. Deniskina) suggest paying attention to the development of both verbal, and non-verbal means of communication.

Let's look at programs and guidelines for developing communication skills that can be used in working with preschool children with visual impairments.

I.V. Tyurlik has compiled and tested the psychocorrectional program “Step to Communication”, which allows, with the help of exercises, games and game situations, to form in children basic communication skills, learn to use them, perceive and convey emotions and, above all, learn new patterns of creative behavior in society [ 7].

I.G. Kornilov, in developing the communication skills of older preschoolers with visual impairments, gives great importance to play, in particular dramatization play. The author proposes a system of creative dramatization games, which are based on taking into account the main difficulties in communication experienced by this category of children [2].

V.A. Feoktistova has developed a correction program for the development of communicative activities of preschoolers with visual impairments, the content of which is distributed according to the years of education of the child in a special preschool institution and is designed for 4 years [8].

Work to consolidate the skills of non-verbal communication V.A. Feoktistova recommends continuing through special plot-game sketches, in which, with the help of movements and actions with toys, children imitate the work and life of adults, as well as small dramatization games. These types of activities encourage children to use gestures, postures, and facial expressions in the process of communication and interpersonal interaction.

Analysis of literary sources made it possible to establish that the main teaching tools in developing the communication skills of children of senior preschool age with visual impairments are:

— observation, which includes the use of all intact analyzers;

- examination of adapted drawings and illustrations with children with residual vision;

— free thematic drawing with visually impaired children;

— exercises of an imitative-performing and creative nature;

- sketches, theatrical activities, dramatization games, modeling and analysis of given situations, improvisation;

— games with rules: role-playing, verbal, movement, musical, sports;

- reading works of fiction, writing stories, conversations, stories from the teacher and children using non-verbal means of communication.

Summarizing all of the above, we can conclude that in order to develop communication with peers in children of senior preschool age with visual impairments, special conditions and properly organized correctional work are required. As a result, children will be able to develop fully, which will contribute to their successful socialization.

Bibliography

1. Bayramgulova, Yu.M. The role of theatrical activities in the development of communication with peers in children of senior preschool age with visual impairments [Text] / Yu.M. Bayramgulova, L.B. Osipova // Fundamental and applied science: a collection of scientific articles based on the results of research work for 2015 / under scientific. ed. A.A. Salamatova. – Chelyabinsk: Chelyab Publishing House. state ped. Univ., 2015. – pp. 25–29.

2. Kornilova, I.G. Play and creativity in the development of communication in older preschoolers with visual impairments. Creative game-dramatization [Text] / I.G. Kornilov. – M.: Publishing house “Exam”, 2004. – 160 p. – P. 76.

3. Lyashchuk, A.N. On the issue of developing communicative readiness for schooling in children with mental retardation [Text] / A.N. Lyashchuk, V.S. Vasilyeva // Current issues of socialization of children with disabilities: a collection of scientific articles based on the results of research work of teachers and students of the Faculty of Correctional Pedagogy of ChSPU for the 2013-2014 academic year / compiled by L.B. Osipova; under scientific ed. L.B. Osipova, L.A. Druzhinina. – Chelyabinsk: Cicero, 2014. – pp. 21–29.

4. Nikulina, G.V. Formation of a communicative culture for people with visual impairments [Text]: dis. Dr. ped. Sciences / G.V. Nikulina. − M.: St. Petersburg, 2004. – 499 p.

5. Solntseva, L.I. Typhlopsychology of childhood [Text] / L.I. Solntseva. – M.: Polygraph service, 2000. – 126 p.

6. Stepanova, V.V. Features of the emotional culture of communication among children of senior preschool age with visual impairments [Text] / V.V. Stepanova, L.B. Osipova // Theory and practice of teaching and raising children with disabilities: a collection of scientific articles based on the results of research work of teachers and students of the Faculty of Correctional Pedagogy of ChSPU for the 2014-2015 academic year / compiled by L.B. Osipova; under scientific ed. L.B. Osipova, L.A. Druzhinina. – Chelyabinsk: Cicero, 2015. – P. 67–72.

7. Tyurlik, I.V. “Step to communication” - a program for developing communication skills in children with visual impairments aged 3-7 years [Text] / I.V. Turlik. – M.: Psychologist, 2007. – 342 p.

8. Feoktistova, V.A. Special correctional programs for preschool children with severe visual impairments [Text] / V.A. Feoktistova. − St. Petersburg: Education, 1995. – 234 p.

9. Chistyakova, M.A. Features of communication of children of senior preschool age with mental retardation [Text] / M.A. Chistyakova, L.M. Lapshina // Theory and practice of teaching and raising children with disabilities: a collection of scientific articles based on the results of research work of teachers and students of the Faculty of Correctional Pedagogy of ChSPU for the 2014-2015 academic year / compiled by L.B. Osipova; under scientific ed. L.B. Osipova, L.A. Druzhinina. – Chelyabinsk: Cicero, 2015. – P. 86–89.

M.D. Mikhaleva

A.A. Lysova

Development of associative memory

"Association Game"

The child is shown an object (for example, a ball) and asked to tell what it is: red, bright, big, bouncy, smooth, rubber. This is a simple exercise, but it reliably forms associative connections. You can repeat it often, with different objects that the child encounters everywhere - at home, on the street, in kindergarten. This game also develops observation skills.

"I know five..."

A ball game, more suitable for girls. At the same time, they take the ball in their hands, hit it off the floor, repeating: “I know five names of boys: Kolya - one, Petya - two, Vanya - three, Lesha - four, Igor - five...” and so on Further. You can repeat it with anything: five names of girls, five names of cities, five names of rivers, five pets, and the like. The game also develops the ability to generalize and synthesize.

"Item Comparison"

The child is offered two or more objects and needs to be told what they have in common and what is different. This exercise, in addition to the main task, develops the ability for comparative analysis and synthesis.

Visual memory in children with mental retardation

In most cases, when diagnosed with mental retardation, children perceive auditory information very difficult, they do not remember it and cannot use it. In such cases, children are taught to match sounds and images. All the information that the child needs to remember is both spoken and demonstrated in the form of an image.

Games with puzzles, construction sets, plasticine, paints, abacus sticks, and magnetic alphabet work well. At the same time, many tasks should develop fine motor skills of the hands.

Development of motor and tactile memory

"Puppeteer"

The baby is asked to close his eyes, then the leader, holding him by the shoulders from behind, leads him along a certain pre-selected route, for example: three steps to the right, two to the left, one step back, two forward. Having opened his eyes, the child must independently repeat the movements. You can start with a simple sequence, gradually increase the route, and complicate the tasks.

"Graphic dictation"

The exercise is related to both visual memory and fine motor skills. An adult draws a pattern on the board or in a notebook, asking the children to reproduce it. You can start with simple ones, gradually move on to more and more complex tasks (increase the number of colors, the complexity of the pattern itself, change the rhythm of the pattern, etc.)

“Reproducing a drawing from memory”

This exercise is similar to the previous one, but here the subjects are first presented with a certain drawing consisting of several parts, asked to look at it and remember, and then reproduce a certain part of it.

For example, the picture shows three cats - draw a second cat. Two trees - draw the one on the right, and so on.

"Do as I do".

The child and the leader each take 6 matches. First, the presenter lays out any drawing or pattern from matches, then shows it for a couple of seconds, and the child must repeat it. If two children are playing, they can change roles. Gradually the number of matches increases to 12-15.

"Geometric figures"

For this game you need a set of geometric shapes or other simple objects and a bag in which they will be placed. The leader names the figures one by one, and the children find them in the bag by touch, placing them in order in front of them on the table.

Development of auditory and verbal memory

"Ten Word Method"

This method is used to test the development of short-term memory in primary schoolchildren, but it can also be used for training to increase its volume. The child is asked to memorize, then ten words are read at a moderate pace, with a short pause after each, and then they are asked to reproduce them out loud.

Learning poems and songs. As a rule, songs with short verses and a repeating chorus are easier to remember, especially songs from favorite cartoons sung by a fairy-tale character, etc. You should also encourage your child to remember his own address, the names of relatives, friends, and birthdays.

What is memory

All events, experiences, feelings and emotions that every person feels during his life are necessarily reflected in his personality.
Memory is our amazing and mysterious property. This is remembering, preserving and reproducing past experiences. Why do we remember snippets of songs from distant childhood, but sometimes we forget what we went to the next room for? Why does our brain store telephone numbers or dates that are no longer relevant? One remembers faces better, the other remembers names. What does this depend on?

It's all about what kind of memory we use.

Memory impairments and their causes

Memory development disorders are caused by: birth injuries, underdevelopment of one or more parts of the brain, exogenous factors - the consequences of injuries suffered in the early period of life, infections, intoxications, as well as mental illnesses. A whole range of unfavorable conditions is possible: a tense situation in the family, conflicts with peers, general weakening of the body due to frequent acute respiratory infections, hypovitaminosis, pedagogical neglect.

Memory impairments manifest themselves as hypomnesia - deterioration in the processes of memorization and reproduction, or amnesia - loss of individual moments from memory.

Insufficient development of voluntary memory in younger schoolchildren is identified by a child psychologist or neuropsychologist using special tests, and, if necessary, referred for examination to a neurologist. A correction program is being drawn up, the goal of which is to improve cognitive functions through developmental activities. Then a repeat study is carried out - the same indicator is checked again to determine the effectiveness of the work done.

When correcting a disturbed type of memory, one must rely on its other types, which are preserved in the baby:

• auditory - read aloud more;
• visual - use visual aids;
• motor - to write down or sketch. It is also necessary to achieve an understanding of the meaning of what is memorized, rather than mechanical memorization.

Voluntary memory in children with mental retardation

Voluntary memory begins to work at early school age, when in order to remember something, a specific goal and task is set: to learn, to understand. The intensity and speed of voluntary memory will directly depend on attention, as well as the state of auditory and visual perception.

Pediatricians, speech therapists and child psychologists insist that from an early age the child develops speech skills, concentration, and perception of information auditorily and visually. All these skills together will contribute to the development of all types of memory.

General recommendations for memory development

It is very useful to use so-called mnemonic techniques: