Features of sensations and perceptions of children with mental retardation at the stage of preschool and school childhood. Consultation "development of perception in students with mental retardation"

!!! The formation of images of the surrounding world is carried out on the basis of the ability to sense individual simple properties of objects and phenomena. A person receives all information about the world around him and about himself in the form of sensations and perceptions.

Sensation is an elementary mental process, a reflection of individual properties of objects or phenomena that directly affect the senses. Perception is a holistic reflection of objects and phenomena of the objective world under their direct influence in this moment to the senses. Representation is a visual image of an object or phenomenon that arises on the basis of past experience (data of sensations and perceptions) by reproducing it in memory or imagination.

Perception is not a sum individual sensations the formation of a holistic image of objects is the result of a complex interaction of sensations and traces of past perceptions already existing in the cerebral cortex. It is this interaction that is disrupted in children with mental retardation.

Causes of violations Low speed of receiving and processing information; Lack of formation of perceptual actions, i.e. transformations of sensory information that lead to the creation of a holistic image of an object. Lack of formation of orienting activity.

With mental retardation, the following properties of perception are impaired: Objectivity and structure: children find it difficult to recognize objects from an unusual angle. They have difficulty recognizing objects in outline or diagrammatic images, especially if they are crossed out or overlap each other. They do not always recognize and often mix up letters that are similar in style or their individual elements; they often mistakenly perceive combinations of letters, etc.

Integrity of perception: they experience difficulty in perceiving the need to isolate individual elements from an object that is perceived as a single whole, in constructing a holistic image. Selectivity: difficulty in distinguishing a Selectivity figure (object) from the background. Constancy: difficulties also appear when perception conditions deteriorate (rotated images, decreased brightness and clarity). Meaningfulness: difficulties in understanding the essence of the Meaningfulness of an object, associated with the peculiarities of thinking.

In children, not only individual properties of perception are impaired, but also perception as an activity, which includes both a motivational-target component and an operational one. Children with mental retardation are characterized by a general passivity of perception, which manifests itself in attempts to replace a more complex task with an easier one, in the desire to “get rid of it” quickly.

No primary disturbances at the level of the sensory organs are found in children with mental retardation. However, shortcomings in perception appear at the level of complex sensory-perceptual functions, that is, they are a consequence of the immaturity of analytical-synthetic activity.

Preschool age Visual perception: difficulties in perceiving complex images, forming a holistic image, so the child does not notice much, misses details. Difficulty in identifying a figure against a background, in recognizing objects from an unusual angle, and, if necessary, recognizing objects in contour or schematic images (crossed out or overlapping).

All children with mental retardation can easily cope with the task of making pictures that depict a single object. When the plot becomes more complex, the unusual direction of the cut (diagonal) and an increase in the number of parts lead to gross mistakes and actions by trial and error, that is, children cannot draw up and think through a plan of action in advance.

Auditory perception: there are no difficulties in perceiving any simple influences. Difficulty in differentiation speech sounds: In highlighting sounds in a word, When pronouncing words quickly, In words that are polysyllabic and close in pronunciation. Insufficiency in analytical and synthetic activities auditory analyzer.

Tactile perception: a complex of tactile and motor sensations. Tactile sensitivity: difficulty in determining the location of touch on different areas of the skin; the location of the touch is not determined accurately and is often not localized. Motor sensations: inaccuracy, sensations of disproportionality of movements, the impression of motor awkwardness in children, difficulties in perceiving poses without visual control.

Perception based on the integration of visual and motor sensations: a significant lag in the perception of space. Integration of visual- auditory perception: perception of significant difficulties that may be reflected in learning to read and write in the future.

School age Peculiarities of perception of preschoolers continue to manifest themselves at primary school age: slowness, fragmentation, and inaccuracy of perception are noted.

With age, the perception of children with mental retardation improves, especially the reaction time indicators, which reflect the speed of perception, improve significantly. This is manifested in both qualitative characteristics and quantitative indicators.

At the same time, the faster the development of perception occurs, the more conscious it becomes. Delays in the development of visual and auditory perception are overcome more quickly. This happens especially intensively during the period of learning to read and write. Tactile perception develops more slowly.

Ministry of Education and Science of the Russian Federation

Cherepovets State University

Institute of Pedagogy and Psychology

Course work

“Features of the development of visual forms of perception in preschool children with mental retardation”

Performed

student of group 4KP-22

Elizarova L.G.

I checked

Pepik L.A

Cherepovets 2006

Introduction

The period of preschool childhood is a period of intensive sensory development of the child - improving his orientation in the external properties and relationships of objects and phenomena, in space and time.

Visual perception is especially important. This is a complex work, during which the analysis of a huge number of stimuli acting on the eye is carried out.

The problem of developing and improving visual forms of perception in preschool age, especially in children with mental retardation (MDD), was, is and will always be relevant, because visual perception is closely interconnected with such mental processes as attention, memory and thinking. The more “quality” the process of visual cognition of reality occurs, the more attentive the observer, the more memory he has, the faster and better all types of thinking develop. The accumulated experience of sensory cognition allows you to easily navigate the surrounding reality, quickly and correctly respond to changes in it, i.e. serves as the key to timely and successful socialization of the individual.

On the basis of visual perception, a person’s sensory intellectual and social experience is formed. The shortcomings in his development essentially unify the space of his essential experience.

A low level of development of visual forms of perception sharply reduces the possibility of a child’s successful learning. Correct perception of shape, size, color is necessary for the effective mastery of many academic subjects at school; the formation of abilities in many types also depends on this. creative activity.

All of the above allows us to judge that the development of visual forms of perception is one of the main components of preschool education, because its insufficient formation will entail severe consequences: underdevelopment of all higher mental functions, consequently, a decrease in intellectual and social activity in general. Preventing this is also one of the pressing problems of the modern world, requiring effective solution, which is what scientists from all countries are working on.

So, scientists such as F. Frebel, M. Montessori, S.V. also dealt with the problem of the development of visual perception in preschool children. Zaporozhets, A.P. Usova, Z.M. Istomina, N.P. Sakkulina, S.V. Mukhina, L.A. Wenger et al., and in children with mental retardation: I.I. Mamaichuk, M.N. Ilyina, M.S. Pevzner, B.N. Bely, T.A. Vlasov, etc.

They made a great contribution to the development of child psychology and defectology. Our research will also be based on the work of these scientists.

So, in order to study the features of the development of visual forms of perception in preschoolers with mental retardation, we conducted a study. It was held on the basis of the MDOU “Kindergarten of compensatory type No. 85 “Iskorka”. Ten children took part in the experiment: eight boys, two girls. All study participants were five to six years old.

The purpose of our work was: to study the features of the development of visual forms of perception in preschool children.

The object of the study was: the development of visual forms of perception in preschool children.

Subject: features of the development of visual forms of perception in preschool children with mental retardation.

During the work we set next tasks:

1.analyze literary sources on the issue raised;

2.study the psychological and pedagogical cards of the children participating in the experiment;

.identify features of the development of visual forms of perception in normal preschool children;

.identify features of the development of visual forms of perception in preschool children with mental retardation;

.compare the features of the development of visual forms of perception in preschool children in normal conditions and with mental retardation;

.select the necessary methods for conducting the experiment;

.draw the necessary conclusions from the work performed.

Working methods:

1.literature analysis;

2.analysis of psychological and pedagogical cards of children with mental retardation;

.monitoring children of this category;

.selection and analysis of methods for the experiment;

.conducting a confirmatory experiment.

The work structure includes: title page, contents, introduction, in the main part - two chapters: theoretical and experimental, conclusion, list of references, appendix.

Chapter 1. Features of the development of visual forms of perception in preschool children

1 Features of the development of visual forms of perception in normal preschool children

Already in early childhood, the child accumulates a certain stock of ideas about the various properties of objects, and some of these ideas begin to play the role of images with which the child compares the properties of new objects in the process of their perception.

Sensory abilities develop especially actively in preschool age - functionality organism, providing a person’s sensation and perception of the surrounding world and himself. In the development of these abilities, an important place is occupied by the assimilation of sensory standards - generally accepted examples of the external properties of objects. The sensory standards of color are the seven colors of the spectrum and their shades of lightness and saturation, the standard of form is geometric shapes, and the values are the metric system of measures.

The assimilation of sensory standards by preschoolers begins with the fact that children become familiar with individual geometric shapes and colors in accordance with the kindergarten program. Such familiarization occurs mainly in the process of mastering various types of productive activities: drawing, designing, modeling, etc. It is necessary for the child to identify those main types of properties that are used as standards from all the others, and begin to compare the properties of various objects with them.

So, below we will give a more detailed description of the main forms of visual perception, i.e. perception of such sensory standards as color, shape, size, and also characterize the features of the development of spatial orientation in children.

1.1 Color perception

IN childhood period Color discrimination is actively developing: its accuracy and subtlety are increasing. A study conducted by Z.M. Istomina, showed that by the age of two, normally developing children, with direct perception, can clearly distinguish four primary colors - red, blue, green, yellow. Differentiation of intermediate backgrounds - orange, blue and violet - causes difficulties for them. Even three-year-old preschoolers in many cases select only yellow objects using the yellow sample, and both orange and yellow objects using the orange sample; according to the blue sample only blue ones are selected, according to the blue one - both blue and dark blue ones; Children classify both violet and blue objects as the color violet. This is especially evident if the sample is first shown and then hidden and the choice must be made from memory. These facts cannot be explained by the fact that children do not distinguish between yellow and orange, blue and cyan, and do not distinguish purple well. Based on a sample of a familiar color, the choice is made correctly, but based on a sample of an unfamiliar color, it is made incorrectly. The reason is that, having received, for example, a yellow sample, children immediately relate it to the standard they have and recognize it as yellow. After that, they select yellow objects, and the rest, without a detailed examination of their colors, are simply discarded as “not the same.” The orange pattern puts the child in a difficult position. He has no idea about this color, and he uses instead the most suitable of the available standards - yellow. Therefore, the child selects both orange objects that match the sample and yellow objects that do not match it, but coincide with the familiar standard.

The increasing complexity of productive activities leads to the fact that the child gradually assimilates more and more new color standards and, by about four to five years, masters a relatively complete set of them.

During childhood, not only color discrimination improves in direct perception, but also in terms of words and names.

So, from the age of four, a strong connection is established between color and name in relation to the main tones, and from the age of five, the relation of intermediate ones. According to Cook, the accuracy of color discrimination approximately doubles by the age of six. From average childhood Children begin to distinguish between lightness and saturation. Lightness is the degree of proximity of a given color (shade) to white, and saturation is the degree of its purity. Children visually differentiate and name, distinguishing by lightness and saturation, such shades as dark green, light yellow, etc., meaning brightness. The development of this process throughout childhood is also facilitated by the designation of these relationships with the words “dark” and “light.”

1.2 Visual perception of shape

Along with the development of color discrimination, the process of assimilation of shape also takes place. Geometric shapes are considered to be standards of form. Mastering form standards presupposes the ability to recognize the corresponding form, name it, act with it, and not analyze it in terms of the number and size of angles, sides, etc.

At the age of two to three years, it is still very difficult for a child to visually determine the shape. At first he does this insufficiently, checking using another method - trying on.

Only based on the use of sampling methods and trying on in the most different situations and on a variety of objects, the child develops a full-fledged visual perception of shape, the ability to determine the shape of an object and correlate it with the shapes of other objects.

At five years old, a child already differentiates and names five basic shapes - square, triangle, circle, rectangle and oval; at the age of six, this also occurs for figures that are more difficult to perceive: trapezoid, rhombus and pentagon. In addition, from the age of six years, children distinguish quite well by shape and name the following geometric bodies: cone, cylinder, sphere, cube, triangular prism.

1.3 Visual perception of magnitude

Mastering standards of size is somewhat more difficult than mastering standards of color and shape. The quantity does not have an “absolute” meaning, therefore its determination is made through conditional measures. Mastering these measures is quite a complex task, requiring certain mathematical preparation, so preschoolers have difficulty mastering it. However, for perception, the use of such a metric system is not at all necessary. An item may be judged to be "large" in comparison to another item, which in this case is "small". Thus, ideas about the relationships in magnitude between objects act as standards of magnitude. These representations can be denoted by words indicating the place of the object among others (“big”; “small”, “smallest”). It can also be attributed to other parameters of size: height, length, width.

At three to four years old, a child normally already knows how to correlate objects by length, height and width. At five to seven years old, he can compare at least two, three or even more objects that form a series of decreasing or increasing values. At the same age, the child successfully composes serration series, focusing on the size of the object; learns to compare objects by length (long - short, longer - shorter); by width (wide - narrow, wider - narrower); in height (high - low, higher - lower).

1.4 Features of the development of orientation in space

Already in early childhood, a child masters the ability to take into account the spatial arrangement of objects. However, it does not separate the directions of space and spatial relationships between objects from the objects themselves. The formation of ideas about objects and their properties occurs earlier than the formation of ideas about space, and serves as their basis.

The initial ideas about the directions of space that a three- to four-year-old child learns are connected with his own body. It is for him a center, a “reference point,” in relation to which only the child can determine directions. Under the guidance of adults, children begin to identify and correctly name their right hand. It acts as a hand that performs basic actions: “With this hand I eat, draw, etc. That means she's right." (If the child is “left-handed”, then he is given individual attention and approach). The child is able to determine the position of other parts of the body as “right” or “left” only by the position of the right hand. For example, when asked to show his right eye, a junior preschooler first looks for his right hand and only after that points to the eye. But the peculiarity of this age is that the child cannot orient himself in the sides of the interlocutor’s body, because “right” and “left” seem to him to be something constant, and he cannot understand how what is on the right for him can be on the left for someone else.

A child begins to understand this, and, consequently, to navigate the sides of his interlocutor at approximately five to six years of age. Also at this age, children begin to identify relationships between objects (one object after another, in front of another, to the left of it, between them, near, behind, etc.). Orient yourself in the space of the sheet (in the upper right corner, in the lower left corner, in the middle, etc.).

The formation of ideas about spatial relationships is closely related to the assimilation of their verbal designations, which help the child to identify and record each type of these relationships. The ability to do this in children is formed in the fifth or sixth years of life. Moreover, in each of the relationships (“above - below”, “behind - in front”), the child first learns the idea of one member of the pair (for example, “above”, “in front”), and then, relying on it, masters the second one.

So, taking into account everything discussed above, we can conclude that by the end of preschool age children are normal, in the absence of pathology. visual analyzer, all forms of visual perception are developed. What is one of the main things in the comprehensive development of a child during both preschool and school age. It especially affects the formation of productive and educational activities.

All of the above described features of the development of visual forms of perception are characteristic of normally developing children. We will consider further what the manifestation of these features is in children with mental retardation.

2 Features of the development of visual forms of perception in preschool children with mental retardation

In addition, the results of research by B.I. Bely, as well as other scientists, suggested that the disorder in the development of forms of visual perception, determined in children with mental retardation, is caused by both the immaturity of the right frontal lobe and the delayed maturation of the left hemisphere structures that ensure activity and voluntariness perception.

Recently, electrophysiological observations have made it possible to confirm the hypothesis about the underdevelopment of the functions of the left hemisphere in children with mental retardation.

This is one of the main reasons that the processes of formation of color discrimination, spatial orientation and size discrimination, which occur quite spontaneously in normally developing children, are formed later in children with mental retardation, and work on their development cannot also take place spontaneously, but requires significant effort teachers.

What are the features of the development of visual forms in children with mental retardation?

2.1 Color perception

So, by the age of two, children with mental retardation distinguish mainly only two colors: red and blue, and some do not even do this. Only by the age of three to four years do they develop the ability to correctly recognize four saturated colors: red, blue, yellow, green. At five and six years old, children begin to distinguish not only these colors, but (when carrying out special work) also white and black. However, they have difficulty naming weakly saturated colors. To designate color shades, preschoolers sometimes use names derived from the names of objects (lemon, brick, etc.). Most often they are replaced by the names of primary colors (for example, pink - red, blue - blue). The ability to differentiate primary colors and their shades in children appears only by the age of seven, and for some even later.

In addition, preschoolers with mental retardation for a long time, compared with the norm, are not able to properly navigate the names of objects for which a certain color is a constant, typical feature. For example, normally developing children at five to six years old correctly understand tasks and list objects that are red (red traffic lights, fire), green (Christmas tree, grass in summer, etc.), yellow (sun, egg yolk). In contrast, children with mental retardation at the same age name many objects for which this color is not a characteristic, permanent feature: clothes, toys, i.e. those objects that make up the immediate environment or accidentally fall into the field of view.

In order to help a child with mental retardation, timely special qualified pedagogical assistance is needed. Only in this case will it be possible to increase the level of development of such a child.

2.2 Visual perception of shape

But the situation can change significantly if corrective and developmental work is started on time with the child. The result is that in most cases children catch up with their typically developing peers. One of the striking examples of the development of the function of visual perception of form is a game. For example, such games as “Find your match”, “Find the key for the bear”, “Loto” (geometric), etc.

Game development is acceptable at home, but it is better if this and much more takes place under the strict guidance of specialists.

2.3 Visual perception of magnitude

Magnitude is a relative concept. The idea of it is formed much more labor than the concept of color and shape. Therefore, the perception of size is least developed in preschool children with mental retardation. But at the same time, the visual ratio is at a fairly high level. Difficulties arise when identifying a feature by name and when naming it independently. In life situations, children with mental retardation operate only with the concepts of “big” and “small”, and any other concepts: “long - short”, “wide - narrow”, etc. are used only undifferentiated or likened. Children find it difficult to compile serration series. At six - seven years old they can compare the size of a small number of objects: two - three.

All of the above allows us to judge the lag in the development of visual perception of size in preschool children with mental retardation in relation to the norm. It does necessary with them correctional and pedagogical work on the development and formation of this ability.

2.4 Features of the development of orientation in space

Spatial orientation is one of the important types of human activity. It is necessary for many areas of activity. Scientists who studied children with mental retardation noted their poor orientation in the surrounding space. Spatial impairments are considered by many researchers to be one of the most common defects encountered in mental retardation. Psychologists distinguish three main stages in the development of space cognition in normally developing children. The first of them presupposes the child’s ability to move, actively move in space and thus take a comfortable position for viewing the surroundings. The second is associated with mastering objective actions, which allow one to expand the practical experience of knowing the properties of objects and their spatial relationships. The third stage begins with the development of speech, i.e. with the emergence of the ability to reflect and generalize spatial categories in words. Mastering prepositions that express spatial relationships and adverbs that indicate directions is of great importance. Children with mental retardation also go through three main stages of space cognition, but in more late dates and with some originality. Clumsiness and lack of coordination of movements, usually characteristic of this group of children, have a negative impact on the formation of the ability to visually familiarize themselves with what is in relative proximity to the child. Also, children with mental retardation are characterized by delays and deficiencies in the formation of objective actions and associated voluntary movements, which, in turn, negatively affects the development of the ability of this category of children to navigate in the surrounding space.

Defective development of verbal and logical thinking does not provide the basis for a full understanding of the spatial situation in which the child, for one reason or another, must navigate.

Children with mental retardation for a long time are not oriented from the sides own body and the body of the interlocutor. They have difficulty identifying relationships between objects. They find it difficult to navigate in the space of a sheet, as well as in a large space - in a group, a gym, in the yard.

So, summing up all of the above, we can conclude that the development of visual forms of perception in children with mental retardation differs in its originality compared to normally developing children: different temporal characteristics, qualitatively different content, inferiority and unevenness of content. Obviously, such deficiencies cannot be eliminated by themselves; a clear, thoughtful, and most importantly timely strategy for the development and correction of visual perception in children is necessary. Only in this case is a favorable outcome in the development of the child possible. Most children with mental retardation who undergo correctional pedagogical work subsequently reach the normal level.

Chapter 2. Experimental study features of the development of visual forms of perception in children with mental retardation of preschool age.

1 Purpose, objectives, organization of the study

The goal is to obtain experimental material on the characteristics of visual forms of perception of preschoolers with mental retardation.

1.study the psychological maps of the children participating in the experiment;

2.adapt the methods chosen for the experiment to children with mental retardation, give their descriptions;

.conduct a confirmatory experiment;

.select the obtained data and analyze it;

.draw the necessary conclusions from the study.

As for the organization of the experimental study, ten children participated in it: eight boys and two girls. All children aged five to six years, with the conclusion of a PMPC - ZPR.

Brief information about children:

No.NameAgeYear of study in preschool Conclusion PMPC1Vanya B.6 years2 years ZPR2Vanya S.5 years2 years ZPR3Gosha A.5 years2 yearsZPR4Danil G.6 years2 yearsZPR5Dima G.6 years2 yearsZPR6Zhenya M.6 years2 yearsZPR7Liza A.6 years2 yearsZPR8Liza M.6 years2 yearsZPR9Maxim L. 5 years 2 years ZPR10Nikita S.6 years 2 years ZPR

2.2 Experimental research methodology

Our research was based on the methods developed by Uruntaeva G.A. and Afonkina Yu.A.

2.1 Method No. 1 “Find out what color the circle is”

Purpose: to study the characteristics of color perception in preschool children with mental retardation.

Preparation of the study: make circles with a diameter of 3 cm, painted in primary colors and their shades. We took the following colors: red, yellow, blue, green, white, black, purple, pink, orange and blue. Boxes of the same colors and shades.

Conducting the study: the experiment is carried out individually with children five to six years old and consists of three series.

First episode. Boxes are placed in front of the child, they are given a set of circles (three of each color) and they are asked to arrange the circles into boxes according to their color. However, the color is not named.

Second series. The child is given ten mugs different colors. Then they name the color and ask the child to find a circle of the same color.

Third series. The child is given ten circles of different colors. Then they are asked to name the color of each.

Data processing: based on the results of the study, the subject is assigned to one of the following levels:

high - the child copes with all tasks regarding all primary colors and three to four shades.

average - the child copes with all tasks regarding only primary colors (see Appendix Table No. 1).

low - the child copes with all tasks regarding only primary colors (see Appendix Table No. 1).

2.2.2 Method No. 2 “What kind of geometric figure is this?”

Purpose: to study the features of shape perception in preschool children with mental retardation.

Preparation of the study: prepare cards depicting the following planar geometric shapes: circle, oval, triangle, square, rectangle, rhombus, and also select volumetric geometric shapes: ball, cube, cylinder, cone.

Conducting the study: the experiment is carried out individually with children five to six years old and consists of two series.

First episode. Cards with flat and three-dimensional geometric shapes are laid out in front of the child. Then they name one of these figures and ask the child to find the same one using the cards.

Second series. Cards with the same geometric shapes as in the previous series are laid out in front of the child and asked to name each of them.

tall - the child differentiates and names all planar and three-four volumetric geometric figures.

middle - the child differentiates and names all planar and one or two volumetric geometric figures.

low - the child differentiates and names only plane geometric figures (see Appendix Table No. 2).

2.3 Method No. 3 “Assemble a pyramid.”

Purpose: to study the features of size perception in preschool children with mental retardation.

Preparation of the study: prepare a one-color pyramid of six rings.

Conducting the study: the experiment is carried out individually with children five to six years old. The child is sitting at the table. They show him a pyramid, then before his eyes they remove one ring after another, laying them out sequentially. After this, they break the order and invite the child to assemble the pyramid on his own. The instructions can be repeated twice.

Data processing: in accordance with the results of the study, the subject is assigned to one of the following levels:

tall - the child correctly assembles the pyramid, taking into account the size of all six rings.

average - the child correctly assembles the pyramid, taking into account the size of all four to five rings.

low - the child correctly assembles the pyramid, taking into account the size of less than four rings (see Appendix Table No. 3).

2.4 Method No. 4 “Get your bearings correctly.”

Purpose: to study the features of spatial representations in preschool children with mental retardation.

Preparing the study: pick up five toys. For example, a doll, a bunny, a bear, a duck, a fox. A picture of five objects, a sheet of checkered paper and a pencil.

Conducting the study: the experiment is carried out individually with children five to six years old. The child is asked to complete the following tasks:

1.show right arm, leg, ear, left arm.

2.the child is shown a picture and asked about the location of objects: “Which toy is drawn in the middle, in the upper right corner, in the upper left corner, in the lower right corner, in the lower left corner?”

.The child is asked to draw on a piece of checkered paper a circle in the center, a square on the left, a triangle above the circle, a rectangle below, two small circles above the triangle, one small circle below the triangle, a small triangle between the circle and the square.

Data processing: in accordance with the results of the study, the subject is assigned to one of the following levels:

high - the child copes with the first and second tasks, but makes up to two mistakes in the third.

average - the child copes with the first and second tasks, but makes three to four mistakes in the third.

low - the child copes with the first and second tasks, but makes five or more mistakes in the third. (see Appendix Table No. 4).

So, in order to find out what the level of development of visual forms of perception is in preschool children with mental retardation in general, the following system was developed: when performing each technique, the subject is assigned to one of three levels: high, medium, low. Each level has its own number of points: high level - 10 points, average level - 8 points, low level - 6 points. After all the methods have been completed, the total number of points they earned is calculated for each child. And then, in accordance with this total number of points, the subject is assigned to one of the following levels:

high - 35 - 40 points;

average - 29 - 34 points;

low - less than 29 points.

3 Analysis of the results of the experimental study

In the course of our experimental research on the problem of developmental characteristics in preschool children with mental retardation, we also received data that allows us to judge that these processes are quite well formed in the category of children under consideration (thanks to the timely correctional assistance provided to them).

The results of the study showed that out of ten subjects: two (Lisa A. and Lisa M.) have a high level of development of visual perception. Overall they received 38 and 36 points respectively. Five subjects (Vanya S., Gosha A., Dima T., Zhenya M., Nikita S.), according to the experiment, have an average level of development of the process we are studying. And only three (Vanya B., Danil G., Maxim L.) showed low result development. In general, they received less than 29 points (see Appendix Table No. 5). This concerns the results of the study as a whole. In addition, we need to analyze the data obtained for each visual process.

Let's start with color perception. The results of the study showed that only one subject, Lisa A., had a high level of development of this process, but even she had difficulty distinguishing the color purple and called it blue. Other children who took the average “pedestal level” (Vanya S., Gosha A., Dima T., Zhenya M., Lisa M., Nikita S.) - six people - had more difficulty distinguishing colors such as purple and orange, confusing them with blue and yellow, respectively. Difficulties in differentiating blue and pink colors appeared to a lesser extent. Children with a low level of color perception (Vanya B., Danil G., Maxim L.) were unable to distinguish colors such as purple, pink, orange, and blue. They either did not try to compare and name the color offered to them at all, or they did it incorrectly. They confused purple and blue colors with blue, pink with red, orange with yellow. In addition, it should be noted that none of the children participating in the experiment was able to differentiate the purple color offered to them. Its correlation with blue is a typical mistake of all subjects. This suggests that it is necessary to pay more attention to teaching preschoolers with mental retardation differentiating the violet color (see Appendix Table No. 1).

Having talked about the perception of color, we move on to the perception of shape. This process also has its own characteristics. The results of the experiment showed the following: four out of ten subjects (Gosha A., Lisa M., Lisa A., Nikita S.) have a high level of shape discrimination. They easily differentiate planar (circle, square, triangle, rectangle, oval, rhombus) and volumetric (ball, cylinder, cone) geometric shapes. Moreover, they do this both at the word of an adult and call them themselves. The subjects who took the average level (Vanya B., Vanya S., Dima T., Zhenya M., Maxim L.) mostly made mistakes in differentiating such volumetric geometric figures as a cone and a cylinder. In only one case did Dima G. find it difficult to name and show the cube, confusing it with a square. Danil G. showed a low level of shape discrimination. He was unable to differentiate a single three-dimensional figure. According to the results of other methods carried out, Danil G. also shows a low level of development. Perhaps this is due to the fact that he was absent from the group for a long time, and accordingly, he missed the educational material due to illness (see Appendix Table No. 2.)

The next thing we'll look at is the perception of magnitude. This process is more difficult for children with mental retardation than others. But according to the experiment we conducted, which involved assembling a pyramid of six rings, preschoolers with mental retardation showed pretty good results. Two subjects (Lisa A. and Lisa M.) completed the task at a high level, assembling a pyramid of six rings using visual correlation. Six (Vanya B., Gosha A., Dima G., Zhenya M., Maxim L., Nikita S.) showed an average level of task completion. They were also able to assemble a pyramid by visual correlation, but only from four to five rings. And finally, two subjects (Vanya S., Danil G.) coped with the task at a low level. They assembled a pyramid, taking into account the size of less than four rings (see Appendix Table No. 3).

And finally, the last thing we will consider is the features of spatial orientation of preschoolers with mental retardation. To identify these features, according to some parameters, we also conducted a study and obtained the following results: none of the subjects completed the task at a high level, six people completed the task at an average level (Vanya S., Gosha A., Dima G. , Lisa A., Lisa M., Nikita S.), at a low level - four (Vanya B., Danil G., Zhenya M., Maxim L.). Moreover, all children coped with the task of orientation in parts of their own body and the plane of the sheet. The difficulty was caused by the last task aimed at studying the understanding of prepositions and adverbs, especially such as below (not singled out by any child), above (highlighted only by Lisa M.), between (highlighted by Gosha A. and Dima G.), under (highlighted Lisa A.), above (six were identified - Vanya S., Gosha A., Dima G., Lisa A., Lisa M., Nikita S.). All the children were able to understand the adverbs on the left and in the center (see Appendix Table No. 4). From all this it follows that children need even more training to develop the ability to navigate in space than was previously the case.

4 Conclusions from the study

Thus, based on the study, the following conclusions can be drawn:

1.If timely correctional work on the development of visual forms of perception is carried out with a child with mental retardation, this helps to increase the level of formation of this process. Children often catch up with their normally developing peers.

2.Most children aged five to six years differentiate and name primary colors and two to three shades.

.Also, children of this age (most of them) successfully distinguish such flat geometric shapes as square, circle, triangle, rectangle, oval, rhombus, and among three-dimensional ones, mainly sphere and cube.

.The perception of size based on the concepts of “big - small”, “more - less” is also formed in the majority of children.

.Most have well-developed spatial concepts, especially orientation in parts of their own body and on the plane of a sheet.

These conclusions cannot be applied to all children with mental retardation, because the success of their education also depends on many factors: the degree of damage to the central nervous system, the timeliness of diagnosis and the provision of corrective pedagogical assistance, the period of study of the child in a specialized kindergarten, etc.

The data we obtained during the study are typical only for the group of children with whom it was conducted. If you take another group, then the results will be different.

Work on the development of visual forms of perception in children with mental retardation includes the following stages:

1.Formation and consolidation of sensory standards: stable ideas about colors, geometric shapes and relationships in size between several objects, fixed in speech.

2.Training in methods of examining objects, as well as the ability to distinguish their shape, color, size and perform increasingly complex visual actions.

.Development of analytical perception: the ability to understand the combination of colors, dissect the shape of objects, highlight individual dimensions of quantities.

.Development of the eye and the ability to spatial orientation, first in the diagram of one’s own body, then on the plane of the sheet, then in the surrounding space on the basis of adverbial and prepositional case constructions.

.Consolidation in speech of color, size, geometric, as well as spatial names and the ability to describe an object of a holistic nature.

These stages of work on the development of visual perception are implemented not only in preschool childhood, but also during school age, and are improved throughout life.

The most acceptable form of work in this direction in preschool age is a game: plot-role-playing, didactic, psychological. Such games can be used as an element of an activity or lesson, as an element of competition in the free activity of children, as homework. This increases children’s motivation to learn, creates a lot of additional situations of success for them, serves as a means of stimulating cognitive activity, and helps diversify learning activities.

However, it must be remembered that in ordinary, non-educational life, there are a lot of situations that can be used as a means of developing visual forms of perception in children: travel situations, going to the store, visiting a clinic, walking. All of them create excellent opportunities for the development of a child. For example, during a walk you can count how many steps there are to a tall tree and how many to a low one, list which objects we see on the right and which on the left, count only red or only blue cars, find and name all round-shaped objects, etc. .

In this regard, it is important to remember that such work should be carried out not only by the teacher of the special institution that the child attends, but also by his parents. It is important that the teacher promptly informs parents about the characteristics and ways of developing certain abilities in the child.

Only if all these rules are observed is a favorable prognosis for the child’s development in the direction we are considering possible.

visual perception preschool

Conclusion

Based on our work, we can conclude that preschool children with mental retardation exhibit the ability to perceive and distinguish such sensory standards as color, shape, and size. They also learn to navigate in space. But all this is formed in them much later than in normally developing children and does not have the necessary completeness, integrity, and quality. It should be noted that with modern, clear, competent work on the development of visual forms of perception in children with mental retardation, significant progress in this direction is possible (children often reach the normal level), and this, in turn, serves as the basis for a child’s high-quality, complete knowledge of the world , successful learning, and therefore its modern successful socialization and integration into society.

Literature

1.Bashaeva T.V. Development of perception. Children 3 - 7 years old. Yaroslavl: Academy of Development, 2001.

2.Bely B.I. Insufficiency of higher forms of visual perception in children with mental retardation // Defectology, 1989 No. 4.

.Wenger L.A. Development of perception and sensory education in preschool age. - M, 1968.

.Development of perception in preschool children / Ed. A.V. Zaporozhets and L.V. Wenger. - M, 1968.

.Istomina Z.M. On the relationship between perception and color naming in preschool children // Izv. APNRSFSR, 1960. Issue. 113.

.Kataeva A.A., Strebeleva E.A. Didactic games in teaching preschoolers with developmental disabilities - M.: Vlados, 2001.

.Kolomensky Ya.L., Panko E.A., Igushnov S.A. Psychological development in normal and pathological conditions: psychological diagnostics, prevention and correction. St. Petersburg: Peter, 2004.

.Mukhina V.S. perception of color and shape of objects by preschool children // Uch. zap. Moscow State Pedagogical Institute named after. Lenin issue 2. M, 1941.

.Mukhina V.S. Child psychology. - M: Education, 1985.

.Mukhina V.S., Wenger L.A. Psychology. - M: Education, 1985.

.Mukhina V.S. age-related psychology. - M, 2000.

.Mamaichuk I.N., Ilyina M.N. Help from a psychologist for a child with mental retardation - St. Petersburg: Rech, 2004.

.Education of children with mental retardation / Ed. M.S. Vlasova.

.Cognitive processes: sensation, perception. / Ed. A.V. Zaparozhets, B.F. Lomova, V.P. Zimchenko. - M, 1982.

.Development of perception in early and preschool childhood / Ed. A.V. Zaporozhets and M.I. Lisina. - M, 1966.

.Sensory education of preschool children / ed. A.V. Zaporozhets, A.P. Usova. - M, 1963.

.Sensory education in kindergarten / Ed. N.N. Poddyakova and V.N. Avanesova. - M, 1981.

.Uruntaeva G.A., Afonkina Workshop on child psychology / Ed. G.A. Uruntaeva, - M.: Education: Vlados, 1995.

.Shoshin P.B. Visual perception // Children with mental retardation. M: Pedagogy, 1984.

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Many psychological studies and guidelines for teaching children with delayed psychological development note that complications in recognizing colors and their verbal expression create difficulties when school-age children master the basics of some disciplines: mathematics, Russian language, natural science, geography, visual arts. All this hinders the further education of children with mental retardation.

It has been established that with mental retardation (hereinafter referred to as DSD), the idea of sensory standards in preschool children is formed only in the conditions of special work. It has also been established that 30-40% of children attending a correctional institution cannot independently distinguish colors. The reason for this is organic damage to the central nervous system, which underlies the developmental disorder (except for the developmental disorder, which is due to pedagogical neglect). Organic lesions can involve the central and peripheral parts of the visual analyzer, which leads to a decrease in visual acuity and the manifestation of some features of visual perception of such children - slowness, narrowness, undifferentiation, inactivity, and impaired color discrimination. Consequently, color abnormalities in children with mental retardation are more common than in children with an intact central nervous system.

The pace of visual perception in children with mental retardation is slower. Apparently, the longer duration of perception of objects in these children is explained by the slowness of the processes of analysis and synthesis in the cerebral cortex.

As noted above, in perception important role plays a reflection of the totality of perceived information. A quick “gliding glance”, which in an instant runs over several objects and lingers on only a few, as well as “looking around”, which allows you to familiarize yourself with the situation in order to then fix your gaze on the essential, is possible only on the condition that the child does not perceive more or less vague spots, but correctly recognize objects. This is possible thanks to the child’s extraordinary speed of perception of objects, which he achieves with normal development by the age of 2.5-3 years.

Children with mental retardation, due to the slowness of their perception, do not have the same capabilities as their normally developing peers. Since children with mental retardation develop less varied sensations, when viewing their surroundings, these children do not single out objects that differ little in color from those on which or in front of which they are located.

Inactivity of perception is the most pronounced feature of children with mental retardation. Looking at any object, such a child does not show the desire to examine it in all details, to understand all its properties. He is content with the most general recognition of the subject. The inactive nature of perception is also evidenced by the inability of children with mental retardation to peer, search and find any objects, selectively examine any part of the surrounding world, distracting from the bright and attractive aspects of what they perceive that are unnecessary at the moment.

The above-mentioned features of perception are taken into account in the process of training and education of preschoolers with mental retardation. By developing the process of perception in my pupils, I not only teach them to identify a group of sensations, but also teach them to comprehend this image, understand it, drawing on the children’s past experience, even if it is not rich. In other words, the development of perception does not occur without the development of memory and thinking.

By enriching a child’s experience, it is very important to teach him to look and see, listen and hear, feel and perceive with all his analyzers and their totality. Enriching the life experience of children, expanding the range of their knowledge (in classes to familiarize themselves with the environment and develop speech, on excursions, musical evenings) are the main means of improving the quality of perception. The organization and conduct of classes on the correction and development of color perception in children with mental retardation is carried out taking into account the medical and psychological-pedagogical characteristics, as well as taking into account the results of the ascertaining (primary) diagnosis. The classes I have developed are built taking into account the psychological characteristics of children, namely: passivity of perception, narrowness and instability of attention, poverty of vocabulary, inferiority of sensory experience caused by intellectual deficiency, etc. Classes are based on a synthesis of painting, music, words, which includes the main range of educational, educational and correctional development tasks.

The main ones of these tasks are:

1. Introducing children to primary and secondary colors.
2. Learning to distinguish primary and secondary colors, selecting the desired color from many other colors.
3. Formation of skills to name primary and secondary colors, analyze the color of an object, differentiate and compare objects by color.
4. Select and convey in the drawing the colors of real-life objects.
5. Formation of interest in working with color.
6. Formation of the concepts “Warm colors”, “Cool colors”.
7. Formation in children of ideas about the colorful world around us. These ideas are clarified during classes, concretized in the process of observations, excursions, and conversations.
8. Acquaintance with the peculiarities of the influence of color on emotional mood.

Correction and development tasks:

1. Development and correction of perception in children with mental retardation.
2. Development and correction of fine motor skills.
3. Enrichment vocabulary and broadening one's horizons.
4. Activation of mental processes.

During classes on correction and development of color perception, children are offered various games and exercises with primary and secondary colors, making crafts from multi-colored materials, as well as making drawings using various visual media (colored pencils, crayons, gouache, watercolor). The knowledge acquired in classes is reinforced in everyday life, that is, throughout the day, as well as in individual lessons.

Each subgroup lesson is based on the idea of a “journey” of children into a colored fairy tale, where children get acquainted with different colors, perform tasks on discrimination, naming, systematization, differentiation, analysis of colored objects and pictures. Colored fairy tales are told to children calmly, smoothly, and the most significant moments are intoned. The journey into a fairy tale has musical accompaniment, which acts as a background in various situations of the lesson. Phonograms of the sound of the surf, birdsong, the sound of rain, and the murmur of a stream are used as musical accompaniment. As is known, children with mental retardation do not acquire new knowledge and skills immediately, but over a long period of time. Therefore, all classes on the topic “Color” are aimed at children learning the same skill, that is, the ability to distinguish and name colors.

It is very important that during classes on the topic “Color” children work together with the teacher, explanation and work proceeds in stages. When conducting classes this way, children, listening to the teacher’s explanations, sequentially move from one stage to another. Thanks to the explanation, imitation is not mechanical in nature: the child understands what he is going for and tries to complete the task assigned to him as best as possible.

Each specific lesson uses its own, colorfully designed material, combined general color– the basis of stimulus material. For example, getting into a purple fairy tale, children encounter purple objects: violet, grapes, eggplant, plum, doing different things with them: drawing these objects, coloring outline images with colored materials; distribute objects according to their colors into groups, which helps the child feel the idea of classifying objects by color. Considering that the sensory experience of these children is not fixed by them in words for a long time, it is necessary to choose a certain image that is consonant with the name of a particular color, for example: in a purple fairy tale, Princess Fi lives, purple violets grow:

“The Violet Tale”.

Goal: to introduce children to the color purple.

1. Consolidate knowledge of the name of the color purple.
2. Teach children to identify a purple object from a variety of multi-colored objects.
3. Strengthen children's interest in working with color.
4. Develop children's imagination.
5. Develop fine motor skills.

I. In a purple country, in a purple palace, there lived a little princess. And her name was Princess Fi. Everything in this country was purple: houses, trees, and even food was purple.

In the mornings, purple birds flew to the windows of the purple palace and woke up Princess Fi with their gentle singing. The princess woke up, opened the window and fed the purple birds with pistachios. Fi was a kind, but very capricious girl - everything was wrong for her: when they bring her a purple dress, the princess stomps her feet: “I don’t want it!” They put purple porridge for breakfast - the princess cries, sobs: “Oh, I don’t like it!”

There was only one thing that made the little princess happy - the garden in the courtyard of the purple palace. Fi loved to walk through her purple garden. There were purple eggplants growing in the beds, purple violets blooming in the flower beds, purple plums and bunches of purple grapes hanging from the trees. Little Princess Fi took a purple watering can and watered her garden.

II. Would you guys like to go to the purple kingdom?

– Do you remember what the little princess’s name was?

– What color was her palace?

– What else was purple in this kingdom?

– What grew in the garden?

– What color is eggplant, grape, violet, plum?

III. Games and tasks for consolidation. A game: “Confusion.”

Equipment: pictures with images of animals, plants, etc., which are painted in colors that are uncharacteristic for them.

Progress of the game: children are shown a picture - “Confusion”. They need to look at it carefully and cross out the objects colored incorrectly.

Exercise:I will tell you an object and its color, if an object of that color exists, clap your hands:

– purple apple
- Red fox
– blue cucumber
– purple eggplant

The teacher gives the children cards with outline images of objects.

Exercise: Choose a purple pencil from the set and color only those objects that are purple. The drawing is pasted into the workbook as a keepsake of the purple fairy tale.

Insufficient understanding of color by children with mental retardation as a constant (conventional) feature of many surrounding objects requires increased attention to working with natural objects in the classroom. At the same time, the color of objects is shown in comparison so that children can name objects by color and find similarities and differences. As classes progress, color in children’s understanding becomes inherent not only to individual objects, but is also generalized. Such knowledge about color in the classroom is acquired visually, which corresponds to the thinking characteristics of preschoolers with mental retardation.

The methodological complex does not exclude work using other methods, but complements and develops them, contributing to the formation of color perception in the visual activities of children with mental retardation.

The implementation of this material requires the maximum efforts of all teachers who need to consistently implement interdisciplinary connections in various areas of work - both general developmental and correctional. This, in my opinion, should help to reveal the potential color perception of children with mental retardation.

Correctional and developmental training was carried out with children correctional group 5-6 years in the amount of 10 people. In the course of the work, it was possible to find out that the process of color perception correction in preschool children with mental retardation is very complex and differs from the process of color perception in intellectually intact children.

Additional colors cause great difficulty in recognizing and naming: orange, purple, brown, pink, blue, gray;

In low-saturated shades, children do not distinguish their primary color tones and cannot find similarities between saturated and low-saturated shades of the same tone. This is due to the insufficient differentiation of the perception of children with mental retardation, the inability to note subtle differences and nuances of color tone saturation;

When naming colors, preschoolers with mental retardation have a high percentage of replacing some names with others. There are three types of “name transfer”:

a) the name of the primary colors is transferred to additional colors (orange is called yellow or red);
b) combine low-saturated and light shades of various colors under the name “white color”;
c) the name of the color can be derived from the name of the object to which this color belongs (orange - carrot, green - grass).

Preschoolers with mental retardation develop the ability to distinguish and correctly name colors much faster than to use them in their visual activities, in accordance with the actual color of an object.

After a series of formative classes (see Appendix), a control test was carried out. The data obtained during the control section were compared with the data of the ascertaining diagnostics to identify the dynamics of color discrimination in children with mental retardation.

Dynamics of color discrimination (in percent) n = 10.

Name of flowers
	orange	violet	brown

The data presented in the table show that after experimental training, the number of children who know the names of primary and secondary colors approached 100%.

Thus, the results of the control section allow us to assert that the goal of the classes has been realized, and the system of work, built on the basis of the author’s fairy tale, the synthesis of painting, words and music, forms the perception of color in preschoolers with mental retardation in general and color discrimination in particular.

The work I have carried out has shown that the process of developing color perception in preschoolers with mental retardation occurs slowly, with great difficulty. But based on the results of the control section, a conclusion was drawn: in preschoolers with mental retardation, with age and under the influence of specially organized training and upbringing, it is possible to develop and increase the efficiency of color perception. Consequently, spontaneous (without training intervention) development of color perception is unacceptable for children with mental retardation. From the youngest preschool age, it is necessary to specifically guide and manage the process of development of color perception in order to correct the shortcomings of their color discrimination and develop children’s skills in working with color (distinguish, name, differentiate and correctly use them in practical activities).

GAMES TO CONSOLIDATE YOUR KNOWLEDGE ABOUT COLOR AND ITS PROPERTIES.

A game: "What color is the ball?"

Equipment: real balloons of different colors or a flat image of them.

Progress of the game: Look who meets us at the entrance. It's a monkey with a big bunch of balloons. Please note that the monkey does not have two identical balls. Name all the colors of the balls.

A game: "Name the color of the object."

Equipment: Outline, images of objects that have a constant color.

Progress of the game: Any color in nature has its own name - name. Many familiar things are easily recognized by their color. The teacher shows outline images of objects, children must name its color. For example, an orange is orange, a tomato is red, a Christmas tree is green, etc.

A game: "Find an object of the right color."

Equipment: Signal cards of different colors, objects and toys of different colors.

Progress of the game: The teacher shows a signal card of some color, the children say: “I’ll go in all directions and find everything red (green, blue, white, etc.),” they look for, show and name objects of the same color as signal card shown by the teacher.

A game: "Guess what color the clothes are?"

How to play: Children sit in a circle on chairs, one seat is free. The presenter says: “The place next to me on the right is free. I want a girl in a red dress to take it (a boy in a blue shirt, etc.).” The child who takes the empty seat becomes the leader.

A game: “What color is the missing flower?”

Equipment: Flowers cut out of paper in different colors.

Progress of the game: The teacher places flowers of different colors on the floor. Asks the children to look at them carefully and remember. On command, the children turn away, and the teacher removes one (two, three, etc.) flower and asks: “What color is the flower gone?”

A game: "Forbidden word"

Progress of the game: The teacher asks questions, and the children answer them. Answers may vary, but you should not say the names of the colors of the objects. You need to be extremely careful, as the teacher is trying in every possible way to catch the players. Questions might include: “Is snow white?”, “What color is a fire truck?”, “What is your favorite color?” etc. The child must find such a form of answers in order to comply with the rules of the game. An error is considered if a forbidden word is named or the question is not answered. The child who makes a mistake leaves the game. The winner is the one who answered all the questions correctly, without errors, and stayed.

A game: " Determine the color of the object."

Equipment: signal cards with images of multi-colored blots, object pictures of different colors.

Progress of the game: The teacher lays out multi-colored blots and object pictures face down on the table. Children sit around the table, take turns taking one picture at a time, name the object, determine its color and place it next to the blot of the corresponding color.

A game: "Who can find all the colors first?"

Equipment: drawings made in the form of appliqué from colored paper of different shades, multi-colored squares of the same colors and shades that were used in the appliqué of the drawings.

Progress of the game: Children receive one drawing each. All colored squares are mixed and placed in the middle of the table. At the teacher’s signal, the children begin to match their drawing with squares of the colors and shades that were used in the application of this picture. The winner is the one who is the first to correctly select all the colors and shades for his drawing, and then correctly name all the colors and shades.

A game: "Colored cards".

Equipment: Small rectangular cards of different colors.

How to play: Shuffle the colored cards and deal 6 cards to each player. The rest are stacked. Each player takes turns taking one card from the deck. If the card matches one of those in his hands, he puts these two cards aside, if not, then he takes it for himself. The first one to get rid of all the cards in his hand wins.

A game: "Colored Domino"

Equipment: rectangular cards divided in half and painted in different colors (chips).

How to play: The chips are laid out on the table with the colored side down. Each player gets 6 chips. The player who has two identical colors on his chip, a “double,” starts the game. To the “double”, the participants of the game take turns placing other chips so that the fields match each other in color. You can only place one chip at a time. If the player does not have a single color on his chip that matches the colors on the stake, the player takes one chip from the general pile “at the market” and skips the move. The turn passes to the next player. The first one to lay out all his chips wins.

A game: "Color the picture using the diagram."

Equipment: Outline drawings with coloring schemes and colored pencils.

Progress of the game: The child is given a contour drawing with a diagram according to which he colors it with colored pencils.

Methodological development on the topic "Peculiarities of perception of children with mental retardation"

Introduction…………………………………………………………………………………3

1. Theoretical foundations for studying the characteristics of perception in mental retardation………………………………………………………………………………….4

2. Peculiarities of the psyche of children with mental retardation. ……………………………………………………………………………………5

3. Originality of perception in children with mental retardation. …………………………………………………………………………………6

4. The originality of visual forms of perception in children with mental retardation………………...8

4.1 Color perception………………………………………………………………………………9

4.2 Visual perception of shape…………………………………………….10

4.3 Visual perception of magnitude…………………………………………10

4.4 Features of the development of orientation in space…………………11

5. The originality of sensory perception of children with mental retardation…………………………………………………………………………………….12

6. The originality of auditory perception of children with mental retardation…………………………………………………………………………………….13

7. The originality of tactile perception of children with mental retardation………………………………………………………….15

8. The originality of olfactory and gustatory perceptions of children with mental retardation………………………………………………………….17

9. Originality of time perception……………………………………………18

Conclusion…………………………………………………………………………………18

References……………………………………………………………19

Introduction

Perception - very important element process of cognition of the surrounding world. From birth, or even earlier, the child is able to perceive the world with the help of the senses, and only then learns to remember and analyze the information received. Even the youngest children perceive bright colors, voices, intonations, music, touch and react to them. As they get older, they consciously strive to see, hear, touch and taste more. At this stage, they can already generalize the information received and consciously express their attitude towards what they perceive.

The perception of children with mental retardation is superficial; they often miss the essential characteristics of things and objects. Due to impaired visual and auditory perception, children with mental retardation have insufficiently formed spatial-temporal representations.

1. Theoretical foundations for studying the characteristics of perception in mental retardation

Perception is the awareness of a sensory given object or phenomenon. In perception, a world of people, things, and phenomena are usually spread out before us, filled with a certain meaning for us and involved in diverse relationships. The perception of an object is never carried out on elementary level: it captures the highest levels mental activity.The following properties of perception are distinguished: objectivity (attribution of information received from the external world to this world); integrity (perception gives a holistic image of an object. It is formed on the basis of a generalization of knowledge about individual properties and the qualities of an object, obtained in the form of various sensations; structure (the source of the structure of perception lies in the characteristics of the reflected objects themselves); constancy (relative constancy of some properties of objects when its conditions change). Constancy in to the greatest extent observed in the visual perception of color, size and shape of objects); meaningfulness of perception (consciously perceiving an object means mentally naming it, i.e. attributing it to a certain group, class, summing it up into a word); apperception (perception depends not only on irritation, but also on the subject himself. The dependence of perception on the content in a person’s mental life, on the characteristics of his personality, is called apperception. Classifications of perception are based on differences in the analyzers involved in perception. In accordance with this , which analyzer plays the predominant role in perception, visual, auditory, tactile, kinesthetic, olfactory and taste perceptions are distinguished. The basis of another type of classification of perceptions is the forms of existence of matter: perception of space (combining the work of visual, tactile-kinesthetic and vestibular analyzers); perception of time ; perception of movement (in the perception of movement a significant role is undoubtedly played by indirect signs, creating an indirect impression of movement. Thus, the impression of movement can cause an unusual position of the parts of the figure for a body at rest. Thus, perception is a visual-figurative reflection of the objects and phenomena of reality currently acting on the sense organs in the totality of their various properties and parts. There are such properties of perception as objectivity, integrity, constancy, structure of perception. Also distinguished are the perception of time, the perception of movement and the perception of space.

2. Peculiarities of the psyche of children with mental retardation. Mental retardation (MDD) is a syndrome of temporary lag in the development of the psyche as a whole or its individual functions, a slowdown in the rate of realization of the body’s potential capabilities, often detected upon entering school and is expressed in an insufficient general stock of knowledge, limited ideas, immaturity of thinking, low intellectual focus, predominance of gaming interests, rapid oversaturation in intellectual activity. Within the framework of the psychological and pedagogical approach, quite a large amount of material has been accumulated, indicating the specific characteristics of children with mental retardation, distinguishing them, on the one hand, from children with normal mental development, and on the other, from the mentally retarded. These children do not have specific hearing, vision, or musculoskeletal disorders, severe violations speech, they are not mentally retarded. At the same time, most of them have polymorphic clinical symptoms: immaturity of complex forms of behavior, deficiencies in purposeful activity against the background of increased exhaustion, impaired performance, and encephalopathic disorders. The memory of children with mental retardation is characterized by qualitative originality. First of all, children have limited memory capacity and reduced memorization strength. Characterized by inaccurate reproduction and rapid loss of information. Verbal memory suffers the most. Particular attention should be paid to considering the features speech development children with mental retardation. Many of them have defects in sound pronunciation, shortcomings phonemic awareness. In children with mental retardation, all the prerequisites for the development of thinking are impaired to one degree or another. Children have difficulty concentrating on a task. These children have impaired perception, they have a rather meager experience in their arsenal - all this determines the thinking characteristics of a child with mental retardation. The thinking of children with mental retardation is more intact than that of mentally retarded children; the ability to generalize, abstract, accept help, and transfer skills to other situations is more preserved. General deficiencies in the mental activity of children with mental retardation: lack of formation of cognitive, search motivation (children strive to avoid any intellectual effort); lack of a pronounced orientation stage when solving mental problems; low mental activity; stereotypical thinking, its stereotypedness. By older preschool age, children with mental retardation have not yet developed an age-appropriate level of verbal and logical thinking - children do not identify significant features when generalizing, but generalize either according to situational or functional characteristics. In children with mental retardation, the following features of attention are noted: low concentration (the child’s inability to concentrate on a task or on any activity); quick distractibility; rapid exhaustion and fatigue; low level of attention stability (children cannot engage in the same activity for a long time); narrow attention span. Voluntary attention is more severely impaired. Thus, mental retardation manifests itself in a slow rate of maturation of the emotional-volitional sphere, as well as in intellectual failure. The latter is manifested in the fact that the child’s intellectual abilities do not correspond to his age. A significant lag and originality is found in mental activity. All children with mental retardation have memory deficiencies, and this applies to all types of memorization: involuntary and voluntary, short-term and long-term. The lag in mental activity and memory characteristics are most clearly manifested in the process of solving problems associated with such components of mental activity as analysis, synthesis, generalization and abstraction.

3. Originality of perception in children with mental retardation. Children with mental retardation are characterized primarily by insufficient, limited, fragmented knowledge about the world around them. This cannot be attributed only to the poverty of the child’s experience (in fact, this poverty of experience itself is largely due to the fact that children’s perception is incomplete and does not provide sufficient information): when mental development is delayed, such properties of perception as objectivity and structure are impaired. This manifests itself in the fact that children find it difficult to recognize objects from an unusual angle. In addition, they have difficulty recognizing objects in outline or diagrammatic drawings, especially if they are crossed out or overlap each other. Children do not always recognize and often mix letters of similar design or their individual elements. The integrity of perception also suffers. Children with mental retardation experience difficulty when it is necessary to isolate individual elements from an object that is perceived as a single whole. These children find it difficult to complete the construction of a complete image from any part of it; the images of objects themselves in the children’s imagination are not accurate enough, and the sheer number of images – ideas they have is much smaller compared to normally developing children. A holistic image from individual elements is formed slowly. For example, if a normally developing child is shown three randomly placed dots on the screen, he will immediately and involuntarily perceive them as the vertices of an imaginary triangle. When mental development is delayed, the formation of such a single image requires more time. These shortcomings of perception usually lead to the fact that the child does not notice something in the world around him, “does not see” much of what the teacher shows, demonstrating visual aids and pictures. A significant disadvantage of perception in these children is a significant slowdown in the process of processing information received through the senses. In conditions of short-term perception of certain objects or phenomena, many details remain “uncaptured”, as if invisible. A child with mental retardation perceives certain time less amount of material than his normally developing peer. The speed of perception in children with mental retardation becomes noticeably lower than normal for a given age, with virtually any deviation from optimal conditions. This effect is caused by low illumination, rotation of an object at an unusual angle, the presence of other similar objects nearby (in visual perception), very frequent change signals (objects), combination, simultaneous appearance of several signals (especially in auditory perception). A. N. Tsymbalyuk believes that children with mental retardation are characterized by a general passivity of perception, which manifests itself in attempts to replace a more complex task with an easier one, in the desire to “get rid of it” quickly. This feature causes children to have an extremely low level of analyzing observation, manifested in: a limited scope of analysis; the predominance of analysis over synthesis; mixing of essential and non-essential features; preferential fixation of attention on visible differences in objects; rare use of generalized terms and concepts. Children with mental retardation lack purposefulness and systematicity in examining an object, no matter what channel of perception they use (visual, tactile or auditory). Search actions are characterized by chaos and impulsiveness. When performing tasks to analyze objects, children produce results that are less complete and insufficiently accurate, omit small details, and are one-sided. Z. M. Dunaeva, studying the process of spatial perception in children with mental retardation, came to the conclusion that orientation in space is grossly impaired in this category of children. This further negatively affects the formation of graphic writing and reading skills. With age, the perception of children with mental retardation improves, especially the reaction time indicators, which reflect the speed of perception, improve significantly. Deficiencies in visual and auditory perception in children, which we attribute to mental retardation, are also noted by foreign authors, such as V. Cruikshank; M. Frostig; S. Kurtis and others. The considered shortcomings of perception can be overcome through special correctional activities, which should include the development of orienting activities, the formation of perceptual operations, and the active verbalization of the process of perception and comprehension of images. Thus, children with mental retardation have such perceptual features as slowness of perception and processing of information; decreased perceptual activity; insufficient completeness and accuracy of perception; lack of focus; low level of analytical perception; impaired hand-eye coordination; material is perceived superficially by a child with mental retardation.

4. Uniqueness of visual forms of perception in children with mental retardation

Repeated studies of visual perception in children with mental retardation have shown that, despite the absence of sensory impairments (i.e., decreased acuity and loss of visual fields), they perform many receptive visual operations more slowly than their normally developing peers. According to T.B. Tomin, a decrease in the efficiency of perception should inevitably lead to relative poverty and insufficient differentiation of visual images - ideas, which is very often observed in children with mental retardation (in the absence of correctional and developmental work with them). In addition, the results of research by B.I. Bely, as well as other scientists, suggested that the disorder in the development of forms of visual perception, determined in children with mental retardation, is caused by both the immaturity of the right frontal lobe and the delayed maturation of the left hemisphere structures that ensure activity and voluntariness perception.

Recently, electrophysiological observations have made it possible to confirm the hypothesis about the underdevelopment of the functions of the left hemisphere in children with mental retardation. This is one of the main reasons that the processes of formation of color discrimination, spatial orientation and size discrimination, which occur quite spontaneously in normally developing children, are formed later in children with mental retardation, and work on their development cannot also take place spontaneously, but requires significant effort teachers. What are the features of the development of visual forms in children with mental retardation?

4.1 Color perception

One of the features of the visual perception of preschoolers with mental retardation is its lack of differentiation: they do not always accurately recognize the color and color shades inherent in surrounding objects. Their color discrimination processes, compared to the norm, lag behind in their development. So, by the age of two, children with mental retardation distinguish mainly only two colors: red and blue, and some do not even do this. Only by the age of three to four years do they develop the ability to correctly recognize four saturated colors: red, blue, yellow, green. At five and six years old, children begin to distinguish not only these colors, but (when carrying out special work) also white and black. However, they have difficulty naming weakly saturated colors. To designate color shades, preschoolers sometimes use names derived from the names of objects (lemon, brick, etc.). Most often they are replaced by the names of primary colors (for example, pink - red, blue - blue). The ability to differentiate primary colors and their shades in children appears only by the age of seven, and for some even later. In addition, preschoolers with mental retardation for a long time, compared with the norm, are not able to properly navigate the names of objects for which a certain color is a constant, typical feature. For example, normally developing children at five to six years old correctly understand tasks and list objects that are red (red traffic light, fire), green (Christmas tree, grass in summer, etc.), yellow (sun, egg yolk). In contrast, children with mental retardation at the same age name many objects for which this color is not a characteristic, permanent feature: clothes, toys, i.e. those objects that make up the immediate environment or accidentally fall into the field of view.

Inaccurate recognition by preschoolers with mental retardation of the colors and color shades inherent in objects reduces their ability to understand the world around them, and this, in turn, negatively affects further educational activities. In order to help a child with mental retardation, timely special qualified pedagogical assistance is needed. Only in this case will it be possible to increase the level of development of such a child.

4.2 Visual perception of shape

Children with mental retardation have a different ability to distinguish shapes (based on planar and three-dimensional geometric shapes). But here it is also necessary to note that this ability is formed relatively later than in normally developing children. Thus, at five years old, children with mental retardation are poorly able to differentiate and name basic geometric shapes. They especially find it difficult to distinguish between a circle and an oval, a square and a rectangle. The triangle is easier for them than all of the above. Shape discrimination of such geometric figures as rhombus, cube, sphere, cone, cylinder occurs only at school age. But the situation can change significantly if corrective and developmental work is started on time with the child. The result is that in most cases children catch up with their typically developing peers. One of the striking examples of the development of the function of visual perception of form is a game. For example, such games as “Find your match”, “Find the key for the bear”, “Loto” (geometric), etc. Game development is acceptable at home, but it is better if this and much more takes place under the strict guidance of specialists.

4.3 Visual perception of magnitude

Magnitude is a relative concept. The idea of it is formed much more labor than the concept of color and shape. Therefore, the perception of size is least developed in preschool children with mental retardation. But at the same time, the visual ratio is at a fairly high level. Difficulties arise when identifying a feature by name and when naming it independently. In life situations, children with mental retardation operate only with the concepts of “big” and “small”, and any other concepts: “long - short”, “wide - narrow”, etc. are used only undifferentiated or likened. At six - seven years old they can compare the size of a small number of objects: two - three.

All of the above allows us to judge the lag in the development of visual perception of size in preschool children with mental retardation in relation to the norm. This makes it necessary to carry out correctional and pedagogical work with them on the development and formation of this ability.

4.4 Features of the development of orientation in space

Spatial orientation is one of the important types of human activity. It is necessary for many areas of activity. Scientists who studied children with mental retardation noted their poor orientation in the surrounding space. Spatial impairments are considered by many researchers to be one of the most common defects encountered in mental retardation. Psychologists distinguish three main stages in the development of space cognition in normally developing children. The first of them presupposes the child’s ability to move, actively move in space and thus take a comfortable position for viewing the surroundings. The second is associated with mastering objective actions, which allow one to expand the practical experience of knowing the properties of objects and their spatial relationships. The third stage begins with the development of speech, i.e. with the emergence of the ability to reflect and generalize spatial categories in words. Mastering prepositions that express spatial relationships and adverbs that indicate directions is of great importance. Children with mental retardation also go through three main stages of spatial cognition, however, at a later date and with some originality. Clumsiness and lack of coordination of movements, usually characteristic of this group of children, have a negative impact on the formation of the ability to visually familiarize themselves with what is in relative proximity to the child. Also, children with mental retardation are characterized by delays and deficiencies in the formation of objective actions and associated voluntary movements, which, in turn, negatively affects the development of the ability of this category of children to navigate in the surrounding space. Defective development of verbal and logical thinking does not provide the basis for a full understanding of the spatial situation in which the child, for one reason or another, must navigate. Children with mental retardation for a long time do not orient themselves in terms of their own body and the body of their interlocutor. They have difficulty identifying relationships between objects. They find it difficult to navigate in the space of a sheet, as well as in a large space - in a group, a gym, in the yard.

This suggests the conclusion that in children with mental retardation it is necessary to purposefully develop the ability to spatial orientation by carrying out correctional and pedagogical work with them. So, summing up all of the above, we can conclude that the development of visual forms of perception in children with mental retardation differs in its originality compared to normally developing children: different temporal characteristics, qualitatively different content, inferiority and unevenness of content. Obviously, such deficiencies cannot be eliminated by themselves; a clear, thoughtful, and most importantly timely strategy for the development and correction of visual perception in children is necessary. Only in this case is a favorable outcome in the development of the child possible. The majority of children with mental retardation, with whom correctional and pedagogical work is carried out, subsequently reach the normal level.

5. Originality of sensory perception of children with mental retardation.

The problems of sensory development of children with mental retardation were dealt with by such scientists as L.S. Wenger, A.V. Zaporozhets, A.A. Kataeva, N.N. Poddyakov, A.P. Usova.

The formation of a holistic image of objects is the result of a complex interaction of sensations and traces of perceptions already existing in the cerebral cortex. It is this interaction that turns out to be disrupted. In children, the process of perception is difficult: its pace is reduced, its volume is narrowed, and the accuracy of perception (visual, auditory, tactile-motor) is insufficient. In the study by P.B. Shoshina and L.I. Peresleni (1986) found that children with mental retardation perceive less information per unit of time, i.e., the speed of performing perceptual operations is reduced. Indicative research activities aimed at studying the properties and qualities of objects are hampered. Such children need more time to receive and process visual, auditory and other impressions. This is especially evident in difficult conditions. One of the characteristics of children is that they perceive similar qualities of objects as identical (an oval, for example, is perceived as a circle). Deviations in the development of sensory standards are associated, as a rule, with the fact that these standards are subject-specific and not generalized, and also because children with mental retardation have not formed such concepts as shape, color, size, which normally appears at 3-4 years. The lack of formation of standards also interferes with the development of actions relating objects to the standard, since children do not see the difference between a ball and a balloon, do not distinguish objects that are similar in color, and cannot arrange figures by size. Therefore, such an action as modeling (i.e., decomposing an object into the standards of which it consists) may not be formed in such children even by the end of preschool age, although normally they should appear by the age of five. A greater number of practical tests and fittings are required when solving visual and practical problems (Seguin board, box of forms, etc.), children find it difficult to examine the object. At the same time, children with mental retardation can practically correlate objects by color, shape, and size. The main problem is that their sensory experience is not generalized for a long time and is not fixed in a word; errors are noted when naming features of color, shape, and size parameters. Thus, reference views are not generated in a timely manner. The child, naming primary colors, finds it difficult to name intermediate, light shades, uses an undifferentiated designation of size parameters “large - small”, and does not name the characteristics of length, width, height, thickness. Thus, the delay in a child’s mental development is characterized by insufficiency and fragmentation of ideas about the world around him, the main reasons for which are the violation of such properties of perception as objectivity and structure. As well as the presence of inferiority of subtle forms of visual and auditory perception, spatial and temporal disorders, insufficiency of planning and execution of complex motor programs. Deficiencies in the sensory development of a preschool child are difficult, and sometimes impossible, to compensate for at a later age. This indicates the need to organize the process of sensory education for children with mental retardation as early as possible.

6. Peculiarities of auditory perception of children with mental retardation

The auditory modality of perception is a powerful source of integrated sensory work of the human brain, is an important structural component of the auditory-speech system, and is connected with all other modalities of perception due to the sound nature of language and the denoting function of speech. The auditory perception of younger preschoolers with mental retardation is characterized by the same features as the visual one. These difficulties, reflecting the insufficiency of analytical-synthetic activity, are manifested in difficulties in perceiving and understanding speech instructions. There is a significant lag in the development of indicators of auditory perception: the perception of oppositional sounds and the isolation of words from the sound stream are difficult; tactile perception: perception of signs of objects, graphic signs. Characterized by difficulties in differentiating oppositional sounds by ear, mixing groups of sounds, and disrupting the rhythmic structure of syllabic series; omissions of words when isolating words from the sound stream, distortion of the sound structure of words. When perceiving a verbal instruction, only part of it is perceived. Children with mental retardation are characterized by an increased response to extraneous sound signals and a significant number of corrections of their own answers. An even greater lag can be seen in the formation of visual-auditory integration, which is of utmost importance in learning to read and write. There are no difficulties in the perception of simple auditory influences. Children usually react early and correctly to the intonation of an adult addressing them, but they begin to understand speech addressed to them late. The reason is the delayed maturation of phonemic hearing - the basis for perceiving the speech of others. The characteristic general inactivity also plays a certain role. cognitive activity, instability of attention, motor underdevelopment. Children with mental retardation do not have proper correspondence between the word denoting an object and a specific image. Insufficiently perceiving and comprehending the objects and phenomena of the surrounding reality, students do not feel the need to accurately designate them. The accumulation of words denoting the properties and qualities of objects and phenomena is much slower than in peers with normal development. There are some difficulties in differentiating speech sounds (which indicates deficiencies in phonemic hearing), which are most pronounced in difficult conditions: when pronouncing words quickly, in words that are polysyllabic and close in pronunciation. Children have difficulty identifying sounds in words. These difficulties, reflecting the insufficiency of analytical-synthetic activity in the sound analyzer, are revealed when teaching children to read and write. The results obtained during the study suggest that the state of the processes of phonemic analysis and synthesis in children with mental retardation is at a low level. Thus, phonemic analysis and synthesis are impaired in all children with mental retardation with a predominant underdevelopment of some operation. When studying this operation, it was noted that the elementary form of phonemic analysis is the most developed in children: the isolation of sounds from the background of a word, the determination of the number of sounds in a word and the establishment of the sequence of sounds in a word are impaired. The reason for the erroneous identification of the number of sounds is the inability of children to divide a syllable into its constituent sounds, and the inability to determine the sequence of sounds is explained by the difficulty of maintaining a sound series while simultaneously operating with this series. The most difficult operation for children with mental retardation was the operation of composing words from sounds. The mistakes made are due to the immaturity of the function of language synthesis as a mental action and depend on the complexity of the language material. Creating a basis for more complete mastery of speech is possible through the use of gaming techniques aimed at distinguishing speech, musical sounds and noises; performing simulations and various motor exercises different rhythmic patterns; playing children's musical (including noise) instruments, etc. The state of auditory perception affects orientation in the environment: spatial orientation and various activities require the ability to differentiate sounds, noises, localize sound sources, determine direction sound wave. Developed phonemic awareness is the basis and prerequisite for successful mastery of literacy, which is especially important for students going to secondary school.

7. The originality of tactile (tactile), kinesthetic perception of children with mental retardation

Particular importance is attached to the development of the sense of touch, since deficiencies in its development negatively affect the formation of visual and effective thinking and, subsequently, the operation of images. With the help of touch, information obtained by other analyzers is clarified, expanded and deepened, and the interaction of vision and touch gives better results in cognition. The organ of touch is the hands. The sense of touch is carried out by a whole sensory system of analyzers: skin-tactile, motor (kinesthetic, kinetic), visual. Passivity and insufficient focus of tactile activity in children with mental retardation cannot provide a complete picture of the object under study; They are characterized by an orientation toward individual, often unimportant, features of an object. Different objects have a number of properties that cannot be known using only, for example, a visual or auditory analyzer. It's about about distinguishing the surfaces of objects by touch (soft, hard, rough, prickly, etc.), determining their temperature conditions (hot, cold, etc.), vibration capabilities. Tactile sensations that arise when sequentially feeling an object, highlighting its contour (or volume), surface, make it possible to clarify children’s knowledge about materials, their properties and qualities, and to form a generalized idea of the object itself. The difficulty of creating a tactile image of an object in a child is explained by its formation based on the synthesis of a mass of tactile and kinesthetic signals, full-fledged work skin-mechanical analyzer, development of muscle-motor sensitivity. The formation of sensations of this type in children with mental retardation is significantly difficult. The research revealed: passivity and lack of focus in the tactile activities of pupils; inconsistency of hand movements, a lag in the development of motor sensations, manifests itself in inaccuracy and disproportion of movements, leaving the impression of motor awkwardness in children, as well as in difficulties in reproducing, for example, the postures of their hands established by adults, impulsiveness, haste, insufficient concentration of all activities and, accordingly a large number of errors in object recognition. Typically, such children are satisfied with the first recognition of an object, which is based on one or two nonspecific features, and do not make additional attempts to check the correctness of their decision. At the same time, many informative features of the subject (object, phenomenon) remain unperceived. Tactile perception is complex, combining tactile and motor sensations. The observed difficulties are associated with insufficient intersensory connections and underdevelopment of tactile and motor sensitivity. The lag in the development of tactile perception is much more pronounced. In the course of age-related development, the lack of perception is overcome, and the more quickly the more conscious they become. The lag in the development of visual and auditory perception is overcome more quickly. Tactile perception develops more slowly. Among the indicators of tactile perception, the greatest difficulties in children with mental retardation were noted when diagnosing the perception of attributes of objects (length, thickness, material) and graphic signs. Students use two main strategies: prolonged, repeated palpation or superficial, accompanied by numerous changes in answer options.

Kinesthetic perception (skin, vibration sensitivity, i.e. surface sensitivity) - extremely important view sensitivity, since without them it is impossible to maintain vertical position body, performing complex coordinated movements. The kinesthetic factor carries information about the relative position of motor apparatus in static and motion. It is closely related to the sense of touch, which helps provide more subtle and plastic reinforcements to the complex complexes of arms, legs, hands, fingers, organs of articulation, eyes, etc. sensory knowledge tactile-motor perception prevails over purely visual. The formation of a child’s ideas about the scheme of his own body is formed exclusively on a kinesthetic basis. I. P. Pavlov called kinesthetic or proprioceptive perceptions the work of the motor analyzer. To ensure the accuracy of movements, it is necessary to analyze the resistance of surrounding objects that must be overcome by one or another muscle effort. Kinesthetic perception, or the motor component (muscular-articular sensitivity, i.e. deep sensitivity), is leading in the implementation of visual-motor, auditory-motor, coordination-motor factors. The ability to concentrate attention, mobilize sensory-motor memory, and formed visual-motor and vestibular-motor coordination also serve as the basis for the formation of a child’s cognitive activity. Deviations in the development of motor skills affect the dynamics of not only motor skills, but also thought processes, speech formation, etc.

8. Originality of olfactory and taste perceptions of children with mental retardation

One of the main problems is the problem of perception of the feeling of heaviness, the sense of taste, and the development of the sense of smell. Children with mental retardation are poorly aware of the capabilities of baric sensations and olfactory and taste analyzers. As practice shows, special training is needed for these sensations to become decisive when getting to know certain groups of objects (for example, cosmetic products, spices, etc.). Perception of an object (object, phenomenon) with the help of various senses gives a more complete and correct idea of it, helps to recognize the object by one or more properties (including smell, taste, etc.).

9. Originality of time perception

The perception of time involves the formation of temporal concepts and ideas in children: days, days of the week, seasons. This is a very difficult section for children with mental retardation, since time is difficult to imagine as objective reality: it is always in motion, fluid, continuous, immaterial. Temporal representations are less specific than, for example, spatial representations. The perception of time is no longer based on real ideas, but on reasoning about what can be done in a given time interval. It is even more difficult for children to form ideas about the sequence of major life events and their duration. It is important to teach a child with mental retardation to perceive a sense of time, since the student’s awareness of the daily routine and the quality of performance depend on the ability to navigate in time. various types practical activities for a certain period of time, further social adaptation.

Conclusion

On modern stage development of preschool education, there are negative trends in the growth of the number of children with mental retardation, due, on the one hand, to the unfavorable microenvironment of children's development, on the other hand, to the insufficient level of preparedness of specialists in preschool institutions. Specialists need to master the system theoretical knowledge, focusing on the developmental features of children with developmental delays. In addition, a specialist working with children with mental retardation must have developed practical skills in diagnosing and correcting mental retardation in general and cognitive processes- in particular.

At the present stage, a preschool educational institution should carry out psychological and pedagogical study of children at risk in order to timely provision psycho-correctional assistance to children with mild disabilities. The period of preschool childhood is the most favorable for intensive intellectual, emotional, social development. Subject to early diagnosis and provision of timely correctional and pedagogical assistance, children with mental retardation are able to overcome mental underdevelopment before the start of systematic education. So, children of this category have disturbances in the perception of various modalities and, accordingly, in the perception of objects, phenomena and situations. Let us note that the highlighted features of perception are clearly visible in children of both preschool and primary school age. But, as practice shows, they are gradually smoothed out under the influence of special (corrective) training.

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Consultation

on the topic: “Development of perception in students with mental retardation”

A particular problem in the system general education is persistent student failure. According to various authors, learning difficulties are experienced by 15 to 40% of primary school students. It is noted that the number of primary school students who cannot cope with the requirements of the standard school curriculum has increased 2-2.5 times over the past 20 years.

The category of children with learning difficulties includes children who, due to various biological and social reasons experience persistent difficulties in mastering educational programs in the absence of pronounced intellectual impairments, deviations in the development of hearing, vision, speech, and motor spheres.

This option occupies a special place among the reasons for persistent academic failure. individual development child's psyche, such as mental retardation.

Definition used in special psychology, characterizes mental retardation as a violation of the pace of mental development in the presence of significant potential. CPR is a temporary developmental disorder that can be corrected the sooner the more favorable the child’s development conditions are.

Children with mental retardation are insufficiently prepared for school. This deficiency manifests itself, first of all, in low cognitive activity, which is found in all spheres of children’s mental activity. Their knowledge and ideas about the surrounding reality are incomplete, fragmentary, basic mental operations are not sufficiently formed, cognitive interests extremely weakly expressed learning motivation absent, speech is not formed to the required level, voluntary regulation of behavior is absent.

Psychological characteristics students with learning difficulties,

caused by ZPR.

It has been established that many children with mental retardation experience difficulties in the process perception. This is evidenced, first of all, by the insufficiency, limitation, and fragmentation of the child’s knowledge about the world around him, which is a consequence not only of the poverty of the child’s experience. With mental retardation, such properties of perception as objectivity and structure are impaired, which manifests itself in difficulties in recognizing objects from an unusual angle, contour or schematic images of objects. Children do not always recognize and often mix letters of similar design or their individual elements.

The integrity of perception also suffers. Children experience difficulties when it is necessary to isolate individual elements from an object, which is perceived as a single whole, into constructing a holistic image and highlighting a figure (object) against the background.

Deficiencies in perception usually lead to the fact that the child does not notice something in the world around him, “does not see” much of what the teacher shows, demonstrating visual aids and pictures.

Deviations in the processing of sensory information are associated with the inferiority of subtle forms of visual and auditory perception. Children with mental retardation need more time to receive and process visual, auditory and other impressions than their typically developing peers. This manifests itself in a slower response to external stimuli.

In conditions of short-term perception of certain objects or phenomena, many details remain “uncovered”, as if invisible.

In general, children with mental retardation lack purposefulness and systematicity in examining an object, no matter what channel of perception they use (visual, auditory, tactile).

Impaired visual and auditory perception causes great difficulties in learning to read and write.

In addition to impaired visual and auditory perception, children with mental retardation have deficiencies in spatial perception, which is manifested in the difficulty of establishing symmetry, the identity of parts of constructed figures, the location of structures on a plane, connecting figures into a single whole, and the perception of inverted, crossed out images. Deficiencies in spatial perception make it difficult to learn to read and write, where it is very important to distinguish the arrangement of elements.

It should be noted that in the structure of cognitive impairment in children with mental retardation, a large place is occupied by memory. Memory deficiencies manifest themselves in all types of memorization (involuntary and voluntary), in limited memory capacity, and in decreased memorization strength.

Significant lag and originality is observed in children with mental retardation and development thinking. Students show an insufficient level of formation of basic intellectual operations: analysis, generalization, abstraction, transfer. Back to top schooling Children with mental retardation lag behind their normally developing peers in terms of the level of development of all forms of thinking (visual-effective, visual-figurative, verbal-logical).

The development of educational activities in students with mental retardation is negatively affected by violations attention. Attention deficiencies become obvious when simply observing children: they have difficulty focusing on one object, their attention is unstable, which manifests itself in any activity they engage in. This is especially clearly observed not in experimental conditions, but in the free behavior of a child, when the immaturity of self-regulation of mental activity and the weakness of motivation are significantly revealed. Attention has a narrower field, which leads to fragmented task performance.

Thus, the listed features of the cognitive activity of students with mental retardation cause significant difficulties in their learning, which necessitates the need for targeted correctional and developmental work and the main directions correctional work on the development of cognitive activity are the development of visual and auditory perception; spatial and temporal representations; mnestic activity (basic mental operations and various types of thinking); imagination; attention.

Development of perception

Cognitive development has a multidimensional nature. Mental processes and properties develop unevenly, overlapping and transforming, stimulating and inhibiting each other.

Sensory development is the basis for the formation of all types of children's activities and is aimed at developing perceptual actions in children (looking, listening, feeling), as well as ensuring the development of systems of sensory standards.

The development of perception of various modalities (visual object perception, perception of space and spatial relationships of objects, differentiated process of sound discrimination, tactile perception of objects, etc.) creates the basis for generalized and differentiated perception and for the formation of images of the real world, as well as the primary basis on which Speech begins to develop. And later, speech, in turn, begins to have a significant impact on the development of perception processes, clarifying and generalizing them.

Considering that children with mental retardation have a slowdown in the perception of sensory information, first of all, it is necessary to create certain conditions that would improve perception indicators. In particular, when organizing work on the development of visual perception, it is necessary good lighting, you should not place objects at an unusual viewing angle, and the presence of similar objects nearby is undesirable.

In case of significant impairments of visual perception, work should begin with the perception of color, size, shape, gradually moving on to the recognition of different objects and subject pictures in conditions of a gradual change in the number of informative features (real, contour, dotted drawings, with a noisy background, drawings superimposed on each other, geometric shapes inscribed into each other, dotted images of objects, objects with missing details).

The development of visual perception is facilitated by copying geometric shapes, letters, numbers, objects; drawing by word; completing complete drawings of objects, subject pictures with missing elements, geometric shapes, etc.

It is important to teach sample analysis, e.g. its targeted consideration with the isolation of essential features, which is facilitated, for example, by comparing two similar but not identical objects, as well as transforming an object by changing some of its features. In this case, it is necessary to observe the principle of gradually increasing the complexity of the selected exercises.

The perception of space and spatial relationships is one of the most complex forms of perception in its composition. It is based on visual orientation in objects of the surrounding world, which is genetically the latest.

At the initial stages of work, the development of spatial orientation is associated with the separation in space of right and left, behind and in front, above and below, etc. This is facilitated by showing the objects indicated by the teacher with the right and left hands, dividing the paper into left and right, drawing different figures on the left and right sides according to verbal instructions, adding missing elements to objects - on the right or left, placing objects according to the teacher’s instructions, for example: geometric figures in the middle of the sheet, top, bottom, setting the clock hand according to the sample, instructions, etc.

It is important to teach students to be well oriented on the plane of the sheet. In particular, according to the teacher’s instructions, place objects in order from left to right and vice versa, draw lines from top to bottom and vice versa, teach shading from left to right, top to bottom, in a circle, etc.

The development of visual and spatial perception is of great importance in the prevention and elimination of optical dyslexia and dysgraphia. In this regard, the development of visual perception presupposes, first of all, the development of letter gnosis.

Development. Spatial relations need to be given special attention, since it is closely related to the formation of constructive thinking.

The development of cognitive activity of children with mental retardation is formed in conditions of defective not only visual, but also auditory perception, which is especially manifested in the underdevelopment of phonemic perception, analysis and synthesis.

Violation of auditory differentiation of sounds leads to the replacement of letters corresponding to phonetically similar sounds, immaturity of phonemic analysis and synthesis leads to distortion of the sound-syllable structure of a word, which manifests itself in the omission, addition or rearrangement of vowels and syllables.

Thus, the development of perception of students with mental retardation is interconnected with the correction of other cognitive processes and speech activity, development of motor skills and emotional-volitional sphere.

In conclusion, it should be noted that the success of correctional and developmental work depends to a large extent on the professional skills of the teacher and specialists (psychologist, speech pathologist, speech therapist) providing individual approach to a student with mental retardation based on an understanding of his psychological characteristics.