The perception of children with spr. Psychological characteristics of older preschoolers with mental retardation and specific features of their perception Tyumen region Khmao-Yugra

The study of the level of development of perception in older preschoolers with mental retardation today is more relevant than ever, because a delay in the development of mental processes provokes specific difficulties in mastering social skills, hinders the development of their personal qualities and makes it difficult to prepare for schooling.

Mental retardation (MPD) is such a violation of normal development, in which a child who has reached school age continues to remain in the circle of preschool, play interests. The concept of "delay" emphasizes the temporary (discrepancy between the level of development and age) and, at the same time, the temporary nature of the lag, which with age is overcome the more successfully, the earlier adequate conditions for the education and development of children in this category are created.

Children with mental retardation include children who do not have pronounced developmental disabilities (mental retardation, severe speech underdevelopment, pronounced primary deficiencies in the functioning of individual analyzer systems - hearing, vision, motor system).

Mental retardation in children is a complex polymorphic disorder in which different children suffer from different components of their mental, psychological and physical activity.

Through the analysis of domestic and foreign literature, the following modally non-specific patterns of deviant development were described: reduced ability to receive and process information; violation of the storage of information and its use; violation of verbal regulation of activity, insufficiency of verbal mediation; violations in the development of thinking, delayed formation of processes of generalization, distraction, difficulties in symbolization.

Based on the commonality of the main patterns of development in normal and pathological conditions, the main problems of the development of children with mental retardation are determined: social maladaptation of the child; low level of development of mental processes: attention, objective and social perception, ideas, memory, thinking; unformed motivational-need sphere; underdevelopment and distortion of the emotional-volitional sphere; insufficiency of motor and psychomotor development; decrease in the arbitrariness of mental processes, activities, behavior.

All these features of dysontogenesis form the main problem, which is expressed in a significant delay in the development of age-related psychological neoplasms and the qualitative originality of the formation of the "I-concept" of a child with mental retardation.

Lack of attention in children with mental retardation is largely associated with low performance, increased exhaustion, which are typical for children with residual organic insufficiency of the central nervous system. The disadvantages of focusing the subject on the object are noted by all researchers as a characteristic feature. In older preschool age, "attention deficit disorder" is often manifested, combined with hyper- or hypoactivity. Lack of attention is a consequence of the lack of formation of the sensory sphere, the weakness of self-regulation of mental activity, lack of motivation and development of interests.

Corrective and developmental efforts to overcome the shortcomings of attention should be integrative in terms of the indirect development of the attention function in the course of sensory and cognitive development.

According to observations, preschoolers with mental retardation have worse memory than their normal peers. Studies show that higher rates are observed in the development of visual-figurative memory compared to verbal, i.e. the same regularity is manifested as in the development of the memory of children without deviations in development. Large discrepancies in the amount of memorized material were noted. Elementary figurative memory for the location of objects in terms of indicators is significantly lower than that of normally developing peers, mediated memorization is not available. Arbitrary memory, which in a normally developing child is developed at the level of accepting a task for memorization and applying the method of memorization (pronunciation of the task), is not formed in children with mental retardation. The limitedness of verbal memory is expressed even at the level of reproduction of listened phrases, and even more so short texts.

Special corrective efforts should be aimed at eliminating shortcomings in attention and speech development, at increasing the volume of figurative and verbal memory.

A child with mental retardation of senior preschool age is poorly oriented in the conditions of practical tasks that arise before him, cannot independently find a way out of a problem situation where it is necessary to use auxiliary means and tools to solve a problem. This is due to the underdevelopment of perception. The development of sensory cognition at the level of visual-figurative thinking, which is characteristic of a normally developing child of senior preschool age, when the child can already solve problems not only in the process of practical action, but also in the mind, based on integral figurative ideas about objects, in children with mental retardation reveals pronounced lag, i.e. the differences are so significant that they can be considered qualitative.

The shortcomings of visual-figurative thinking are certainly associated with the weakness of analytical and synthetic activity at the level of mental operations of analysis, comparison, and comparison. But to a greater extent, they are a consequence of the lack of formation, weakness, fuzziness of images-representations, which makes it difficult to operate with them: dismemberment, correlation, association and comparison of images-representations and their elements. It is the mastery of this operation that constitutes the essence of visual-figurative thinking. Difficulties in operating with images-representations and deficiencies in spatial perception and spatial orientation are aggravated, which is also typical for the structure of a defect in mental retardation. Operation in the internal plan is the most important stage in the development of mental activity in general, because. without this prerequisite, the formation of verbal-logical thinking, which is entirely carried out in the internal plane, is impossible.

Considering the qualitative lag in the development of thinking in children with mental retardation, as well as the importance of the full formation of each of the stages of thinking, in the system of teaching such children, any kind of pedagogical communication and joint activities of an adult and a child carries a correctional load. The system of correctional classes is aimed at the development of mental activity, as well as the formation of images-representations and the ability to operate with them.

Children in this category begin to talk later, their vocabulary expands much more slowly than their peers without developmental disabilities. They later master the skill of forming language messages. In children with mental retardation, there is a lack of clarity, blurred speech, they are characterized by extremely low speech activity, the use of speech only as an everyday communication tool. The lag in the formation of contextual speech is a consequence of insufficient analytical and synthetic activity, a low level of cognitive and communicative activity, and unformed mental operations. Understanding speech at the level of complex grammatical structures and forms of expression of spatial and temporal relations is difficult. In a significant proportion of children, speech approaches in terms of indicators the speech of the mentally retarded, for whom a story based on a complex picture is inaccessible. According to T.A. Fotekova, in a significant part of children with mental retardation, one can assume the presence of a complex defect - systemic underdevelopment of speech. If at the everyday level speech communication does not cause difficulties, then the verbalization of the perceived and one's own actions is difficult, which hinders the development of mental activity in general and the formation of a cognitive attitude to speech reality.

The tasks of speech development are solved in the course of any pedagogical activity mediated by speech and in specially organized classes for the development of all aspects of speech and speech-thinking activity.

In preschoolers with mental retardation, there is a qualitative lag in the development of emotions, manifested in unmotivated mood swings, contrasting manifestations of emotions, affective reactions, and increased emotional lability. The underdevelopment of the emotional sphere is manifested in the lack of interaction with peers and a decrease in the need for affection. In children with mental retardation, it is difficult to understand their own and other people's emotions, empathy is not formed.

Considering the importance of social and emotional development for the formation of social and communicative age competence, it is necessary to include, as a correctional component, the tasks of shaping the development of the emotional sphere in all types of pedagogical communication and joint activities of an adult and a child and form a special system of developmental classes, both psychocorrectional and psychological pedagogical orientation.

In children with mental retardation, insufficient focusing of perception leads to its fragmentation and weak differentiation. It is usually said about such children that they "listen, but do not hear, look, but do not see." Deficiencies in perception are associated with the underdevelopment of analytical and synthetic activity in the visual system, especially when the motor analyzer is involved in visual perception. Therefore, the most significant lag is observed in spatial perception, which is based on the integration of visual and motor sensations. An even greater lag in such children was noted in the formation of the integration of visual and auditory sensations.

Auditory perception of older preschoolers with mental retardation is characterized by the same features as visual perception. These difficulties, reflecting the insufficiency of analytical and synthetic activity, are manifested in the difficulties of perception and comprehension of speech instructions.

Tactile perception is complex, combining tactile and motor sensations. The observed difficulties are associated with the insufficiency of intersensory connections and with the underdevelopment of tactile and motor sensitivity.

The lag in the development of motor sensations is manifested in inaccuracy, disproportion of movements, motor awkwardness, and difficulties in reproducing postures.

Concluding the characterization of the sensory-perceptual sphere of children with mental retardation, we highlight the main reasons for its insufficiency: low speed of receiving and processing information; unformed perceptual actions due to violations of analytical and synthetic activity, violation of the transformation of sensory information in the central link of the analyzer, which lead to the creation of a holistic image of the object; lack of formation of orienting activity, inability to peer and listen to the object of study.

So, children with mental retardation have specific features of the development of perception: there is a passivity of perception; there is no purposefulness, regularity in the examination of the object; the basic properties of perception are violated (objectivity, integrity, structure, constancy, meaningfulness, generalization and selectivity); there is a low level of development of figurative perception; low level of development of perceptual actions.

Bibliography:

Kalashnikova T.A. Readiness of children of senior preschool age with mental retardation for school. - M.: LAP Lambert Academic Publishing, 2013. - 108 p.
Levchenko I.Yu., Kiseleva N.A. Psychological study of children with developmental disorders. M.: Publishing house "Knigolyub", 2015. 160 p.
Peresleni L.I. Delayed mental development: Issues of differentiation and diagnosis / L.I. Peresleni // Issues of Psychology. - 2015. - No. 1.
Ryndina E. Cognitive development of preschoolers with mental retardation and OHP. Guidelines. - M.: Detstvo-Press, 2014. - 176 p.

Features of memory, attention, perception in mental retardation

Insufficient formation of cognitive processes is often the main reason for the difficulties that children with mental retardation have when studying at school. As shown by numerous clinical and psychological and pedagogical studies, a significant place in the structure of the defect in mental activity in this developmental anomaly belongs to memory impairment.

Observations of teachers and parents of children with mental retardation, as well as special psychological studies, indicate shortcomings in the development of their involuntary memory. Much of what normally developing children memorize easily, as if by itself, causes significant efforts in lagging behind peers and requires specially organized work with them.

One of the main reasons for the insufficient productivity of involuntary memory in children with mental retardation is a decrease in their cognitive activity.

The decrease in voluntary memory in students with mental retardation as one of the main reasons for their difficulties in schooling. These children do not memorize texts, the multiplication table, do not keep in mind the purpose and conditions of the problem. They are characterized by fluctuations in memory productivity, rapid forgetting of what they have learned.

Specific features of the memory of children with mental retardation:

Decreased memory capacity and memorization speed,

Involuntary memory is less productive than normal,

The memory mechanism is characterized by a decrease in the productivity of the first memorization attempts, but the time required for complete memorization is close to normal,

Predominance of visual memory over verbal,

Decrease in arbitrary memory.

Violation of mechanical memory.

Instability of attention and decreased performance in children of this category have individual forms of manifestation. Thus, in some children, the maximum tension of attention and the highest working capacity are found at the beginning of the task and steadily decrease as the work continues; in other children, the greatest concentration of attention occurs after a certain period of activity, that is, these children need an additional period of time to be included in the activity; in the third group of children, there are periodic fluctuations in attention and uneven performance throughout the entire task.

Causes of impaired attention:

1. The asthenic phenomena existing in the child exert their influence.

2. Lack of formation of the mechanism of voluntariness in children.

3. Unformed motivation, the child shows a good concentration of attention when it is interesting, and where it is required to show a different level of motivation, a violation of interest.

Voluntary attention is more severely impaired. In corrective work with these children, it is necessary to attach great importance to the development of voluntary attention. To do this, use special games and exercises (“Who is more attentive?”, “What was missing on the table?” And so on). In the process of individual work, apply such techniques as: drawing flags, houses, working on a model, etc.

A child with mental retardation has a low (compared to normally developing peers) level of development of perception. This is manifested in the need for a longer time for receiving and processing sensory information; in the insufficiency, fragmentation of the knowledge of these children about the world around them; in difficulties in recognizing objects in an unusual position, contour and schematic images. Similar qualities of these objects are usually perceived by them as the same. These children do not always recognize and often confuse similar letters and their individual elements; often mistakenly perceive combinations of letters, etc.

Causes of impaired perception in children with mental retardation:

With mental retardation, the integrative activity of the cerebral cortex, cerebral hemispheres is disrupted and, as a result, the coordinated work of various analyzer systems is disrupted: hearing, vision, motor system, which leads to disruption of systemic mechanisms of perception.

Lack of attention in children with mental retardation.

Underdevelopment of orienting and research activities in the first years of life and, as a result, the child does not receive full-fledged practical experience necessary for the development of his perception.

It is necessary to note the features of the development of thinking in children with mental retardation.

level of development of attention;

the level of development of perception and ideas about the world (the richer the experience, the more complex conclusions the child can draw);

level of development of speech;

the level of formation of mechanisms of arbitrariness (regulatory mechanisms).

Thinking in children with mental retardation is more secure than in mentally retarded children, the ability to generalize, abstract, accept help, and transfer skills to other situations is more preserved.

All mental processes influence the development of thinking:

The level of development of attention;

The level of development of perception and ideas about the world (than

the richer the experience, the more complex conclusions the child can draw).

The level of development of speech;

The level of formation of mechanisms of arbitrariness (regulatory

mechanisms). The older the child, the more complex problems he can solve. By the age of 6-7, preschoolers are able to perform complex intellectual tasks, even if they are not interesting to them.

In children with mental retardation, all these prerequisites for the development of thinking are violated to one degree or another. Children have difficulty concentrating on the task. These children have impaired perception, they have rather meager experience in their arsenal - all this determines the peculiarities of the thinking of a child with mental retardation. That side of cognitive processes that is disturbed in a child is associated with a violation of one of the components of thinking.

In children with mental retardation, coherent speech suffers, the ability to plan their activities with the help of speech is impaired; inner speech is disturbed - an active means of the child's logical thinking.

General shortcomings of the mental activity of children with mental retardation :

1. Unformed cognitive, search motivation (a peculiar attitude to any intellectual tasks). Children tend to avoid any intellectual effort. For them, the moment of overcoming difficulties is unattractive (refusal to perform a difficult task, substitution of an intellectual task for a closer, game task.). Such a child performs the task not completely, but its simpler part. Children are not interested in the result of the task. This feature of thinking manifests itself at school, when children very quickly lose interest in new subjects.

2. The absence of a pronounced indicative stage in solving mental problems. Children with mental retardation begin to act immediately, on the move. When presented with instructions for the task, many children did not understand the task, but sought to quickly

get experimental material and start acting. It should be noted that children with mental retardation are more interested in finishing the work quickly, and not in the quality of the task. The child does not know how to analyze the conditions, does not understand the significance of the indicative stage, which leads to many errors. When a child begins to learn, it is very important to create conditions for him to initially think and analyze the task.

3 Low mental activity, "thoughtless" style of work (children, due to haste, disorganization, act at random, not taking into account the given conditions in full; there is no directed search for a solution, overcoming difficulties). Children solve the problem on an intuitive level, that is, the child seems to give the answer correctly, but cannot explain it.

4. Stereotypical thinking, its pattern.

Visual-figurative thinking.

Children with mental retardation find it difficult to act according to a visual pattern due to violations of analysis operations, violation of integrity, purposefulness, activity of perception - all this leads to the fact that the child finds it difficult to analyze

sample, highlight the main parts, establish the relationship between the parts and reproduce this structure in the course of their own activities.

Logical thinking.

Children with mental retardation have violations of the most important mental operations that serve as components of logical thinking:

Analysis (they are carried away by small details, cannot highlight the main thing, highlight minor features);

Comparison (compare objects according to incomparable, insignificant features);

Classification (the child often classifies correctly, but cannot understand its principle, cannot explain why he did so).

In all children with mental retardation, the level of logical thinking lags far behind the level of a normal student. By the age of 6-7, children with normal mental development begin to reason, draw independent conclusions, and try to explain everything.

Children independently master two types of inferences:

1. Induction (the child is able to draw a general conclusion through particular facts, that is, from the particular to the general).

2. Deduction (from the general to the particular).

Children with mental retardation experience very great difficulties in building the simplest conclusions. The stage in the development of logical thinking - the implementation of a conclusion from two premises - is still little accessible to children with mental retardation. In order for children to be able to draw a conclusion, they are given great help by an adult, who points out the direction of thought, highlights those dependencies between which relations should be established.

Children with mental retardation do not know how to reason, draw conclusions; try to avoid such situations. These children, due to the unformed logical thinking, give random, thoughtless answers, show an inability to analyze the conditions of the problem. When working with these children, it is necessary to pay special attention to the development of all forms of thinking in them.

Mental retardation is manifested in a slow maturation of the emotional-volitional sphere, as well as in intellectual insufficiency.

The intellectual abilities of the child do not correspond to 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 features of memory are most clearly manifested in the process of solving problems related to such components of mental activity as analysis, synthesis, generalization and abstraction.

Given all of the above, these children need a special approach.

Special conditions are also formed in children as a result of pedagogical neglect. In these cases, a child with a full-fledged nervous system, but who has been in conditions of informational and often emotional deprivation for a long time, has an insufficient level of development of skills, knowledge, and abilities. The psychological structure of this deviation and its prognosis will be more favorable. In familiar situations, such a child is quite well oriented, the dynamics of his development in conditions of intensive pedagogical correction will be very significant. At the same time, in a healthy child from birth, providedearly deprivation can also be observed underdevelopment of certain mental functions. If the child does not receive pedagogical assistance in a sensitive time frame, then these shortcomings may be irreversible.

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.

Checked

Pepik L.A

Cherepovets 2006

Introduction

The period of preschool childhood is a period of intensive sensory development of the child - the improvement of 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 development and improvement of visual forms of perception in preschool age, especially in children with mental retardation (MPD), was, is and will always be relevant, because. visual perception is closely interconnected with such mental processes as attention, memory and thinking. The “higher quality” the process of visual cognition of reality takes place, 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 makes it easy to navigate in the surrounding reality, quickly and correctly respond to changes in it, i.e. serves as a guarantee of timely and successful socialization of the individual.

On the basis of visual perception, sensual intellectual and social experience of a person is formed. Shortcomings in his development essentially unite the space of his essential experience.

The low level of formation of visual forms of perception sharply reduces the possibility of successful learning of the child. The correct perception of form, size, color is necessary for the effective assimilation of many school subjects, and the formation of abilities for many types of creative activity also depends on this.

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. its insufficient formation will entail serious consequences: underdevelopment of all higher mental functions, and consequently, a decrease in intellectual and social activity in general. The prevention of this is also one of the urgent problems of the modern world, which requires an effective solution, which is what scientists of all countries are working on.

So, the problem of the development of visual perception in children of preschool age was also normally dealt with by scientists such as Frebel F., M. Montessori, S.V. Zaporozhets, A.P. Usova, Z.M. Istomina, N.P. Sakkulina, S.V. Mukhina, L.A. Wenger and others, and in children with mental retardation: I.I. Mamaychuk, 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 study 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 a compensating type No. 85" Iskorka ". Ten children participated in the experiment: eight boys, two girls. All participants in the study were aged five to six years.

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, the following tasks were set:

1.analyze literary sources on the issue raised;

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

.to identify the features of the development of visual forms of perception in children of preschool age in the norm;

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

.to compare the features of the development of visual forms of perception in children of preschool age in the norm and with mental retardation;

.select the necessary methods for conducting the experiment;

.draw the necessary conclusions from the work done.

Working methods:

1.literature analysis;

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

.supervision of children of this category;

.selection and analysis of methods for the experiment;

.conducting an ascertaining experiment.

In the structure of the work, there are: title page, content, introduction, in the main part - two chapters: theoretical and experimental, conclusion, list of references, application.

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 preschool children are normal

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.

Especially actively at preschool age, sensory abilities develop - the functional capabilities of the body, which provide a person with a sense and perception of the world around him and himself. In the development of these abilities, an important place is occupied by the assimilation of sensory standards - generally accepted samples of the external properties of objects. Seven colors of the spectrum and their shades in terms of lightness and saturation act as sensory standards of color, geometric figures are used as a standard of form, and the metric system of measures is used as a standard of form.

The assimilation of sensory standards by preschoolers begins with the fact that children get acquainted 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 activity: drawing, designing, modeling, etc. it is necessary that the child single out those main varieties of properties that are used as standards from all the others, and begin to compare the properties of various objects with them.

So, further in more detail we will give a description of the main forms of visual perception, i.e. perception of such sensory standards as color, shape, size, as well as characterize the features of the development of children's orientation in space.

1.1 Color perception

In the children's period, color discrimination actively develops: its accuracy and subtlety increase. A study conducted by Z.M. Istomina, showed that by the age of two, normally developing children, with direct perception, clearly distinguish four primary colors - red, blue, green, yellow. The differentiation of intermediate backgrounds - orange, blue and violet causes them difficulties. Even three-year-old preschoolers in many cases select only yellow objects according to the yellow sample, and both orange and yellow objects according to orange; according to the blue sample, only blue ones are selected, according to the blue one - both blue and blue; to the purple color, children attribute both purple and blue objects. 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 themselves yellow and orange, blue and cyan, they do not distinguish violet well. According to the sample of a familiar color, the choice is made correctly, according to the model of an unfamiliar color, it is erroneous. 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 instead uses the most appropriate of the available standards - yellow. Therefore, the child chooses both orange objects that match the sample and yellow objects that do not match it, but match the familiar standard.

The complication of productive activities leads to the fact that the child gradually learns all the new color standards and by about four or five years of age masters a relatively complete set of them.

In the childhood period, not only color discrimination improves with direct perception, but also by word - name.

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 relationship of intermediate ones. According to Cook, the accuracy of the color discrimination of shades approximately doubles by the age of six. From middle childhood, children begin to distinguish between lightness and saturation. Lightness is the degree of proximity of a given color (hue) to white, and saturation is the degree of its purity. Children visually differentiate and name, highlighting by lightness and saturation, such shades as dark green, light yellow, etc., meaning brightness. The designation of these relations with the words “dark” and “light” also contributes to the development of this process throughout childhood.

1.2 Visual perception of form

Together with the development of color discrimination, the process of assimilation of form also takes place. Geometric figures are considered to be the standards of form. Assimilation of 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 or three years, it is still very difficult for a child to determine the shape visually. At first he does not do it enough, checking with another method - trying on.

Only on the basis of using the methods of trials and trying on in a variety of situations and on a variety of objects does a child develop a full-fledged visual perception of the form, the ability to determine the shape of an object and correlate it with the forms of other objects.

At the age of five, the child already differentiates and names five basic shapes - a square, a triangle, a circle, a rectangle and an oval; at six years old, this also intersperses for more complex figures in perception: a trapezoid, a rhombus and a pentagon. In addition, at the age of six, children quite well distinguish in shape and verbalize the name of the following geometric bodies: cone, cylinder, ball, cube, triangular prism.

1.3 Visual perception of magnitude

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

At three to four years old, a child normally already knows how to correlate objects in length, height and width. At five or seven years old, he can compare at least two or three or even more objects, forming a series of decreasing or increasing values. At the same age, the child successfully composes serration rows, 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

The child already in early childhood masters the ability to take into account the spatial arrangement of objects. However, he does not separate the directions of space and spatial relations 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, which a three-four-year-old child learns, are connected with this own body. It is for him the center, the “reference point”, in relation to which the child can only determine directions. Under the guidance of adults, children begin to identify and correctly name their right hand. It acts as a hand that performs the main actions: “With this hand I eat, draw, etc. so she's right." (If the child is "left-handed", then he is given individual attention and approach). The child manages to determine the position of other parts of the body as "right" or "left" only to the position of the right hand. For example, when asked to show the right eye, the younger preschooler first looks for the right hand and only then points to the eye. But a feature of this age is that the child cannot navigate in the sides of the body of the interlocutor, 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 another.

To understand this, and, consequently, to navigate in the directions of the interlocutor, the child begins to approximately five to six years. Also at this age, children begin to highlight the relationship between objects (one object after another, in front of another, to the left of it, between them, near, behind, etc.). Navigate in paper space (in the upper right corner, in the lower left corner, in the middle, etc.).

The formation of ideas about spatial relations is closely connected with the assimilation of their verbal designations, which help the child to single out and fix each type of these relations. The ability to do this in children is formed in the fifth - sixth years of life. At the same time, in each of the relationships ("above - below", "beyond - in front"), the child first learns the idea of one member of the pair (for example, "above", "before"), and then, relying on it, masters the second.

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

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

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

Multiple studies of visual perception in children with mental retardation have shown that, despite the absence of sensory impairments (i.e., reduced visual acuity and loss of visual fields), they perform many receptive visual operations more slowly than their normally developing peers. According to Tomin T.B., a decrease in the efficiency of perception should inevitably lead to relative poverty and insufficient differentiation of visual images - representations, which is very often observed in children with mental retardation (in the absence of corrective and developmental work with them).

In addition, the results of the studies of Bely B.I., as well as other scientists, suggested that the disorder in the development of forms of visual perception, determined in children with mental retardation, is due both to the immaturity of the right frontal lobes and to the delay in the maturation of the left hemispheric structures that provide activity and volition perception.

Recently, electrophysiological observations have made it possible to confirm the hypothesis of 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, orientation in space 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 considerable effort. teachers.

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

2.1 Color perception

One of the features of 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 the surrounding objects. Their color discrimination processes, in comparison with the norm, lag behind in their development.

So by the age of two, children with mental retardation generally distinguish only two colors: red and blue, and some do not even do this. Only by the age of three or four do they develop the ability to correctly recognize four saturated colors: red, blue, yellow, green. At the age of five and six, children begin to distinguish not only these colors, but (during 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 in some even later.

In addition, preschoolers with mental retardation for a long time, in comparison 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 the age of five or six correctly understand tasks and list objects of red color (red traffic light, fire), green (tree, grass in summer, etc.), yellow (sun, egg yolk). In contrast, children with mental retardation at the same age name many objects for which a given 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 color and color shades inherent in objects reduces their ability to cognize 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 it will be possible to increase the level of development of such a child.

2.2 Visual perception of form

Children with mental retardation have a different ability to form discrimination (based on planar and volumetric geometric shapes). But here it should also be noted that this ability is formed relatively later than in normally developing children. So at the age of five, children with mental retardation poorly differentiate and name the main geometric shapes. They especially find it difficult to distinguish between a circle and an oval, a square and a rectangle. The triangle is given to them more easily than all of the above. The form distinction of such geometric figures as a rhombus, a cube, a ball, a cone, a cylinder occurs only at school age.

But the situation can change significantly if the child begins to carry out corrective and developmental work in time. The bottom line is that in most cases children catch up with their normally developing peers. One of the clearest examples of the development of the function of visual perception of form is the game. For example, such games as "Find your mate", "Find the key for the bear", "Lotto" (geometric), etc.

The development of the game is acceptable at home, but it is better if this and much more will take place under the clear guidance of specialists.

2.3 Visual perception of magnitude

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

All of the above allows us to judge the lag in the development of visual perception of magnitude in preschool children with mental retardation in relation to the norm. This makes it necessary to carry out correctional and pedagogical work with them to develop and form 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 activities. Scientists who studied children with mental retardation noted their weak orientation in the surrounding space. Spatial disturbances are estimated by many researchers as one of the most common defects encountered in ZPR. In the development of space cognition by normally developing children, psychologists distinguish three main stages. The first of them involves the emergence of the child's ability to move, actively move in space and thus take comfortable positions for viewing the environment. The second is connected with the mastery of object actions, which allow expanding 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 advent of the ability to reflect and generalize spatial categories in the word. Of great importance is the mastery of prepositions that express spatial relations, and adverbs, with the help of which directions are indicated. Children with mental retardation also go through three main stages of space cognition, but at a later date and with some originality. Awkwardness and lack of coordination of movements, usually characteristic of this group of children, have a negative impact on the formation of the possibility of visual acquaintance with what is in relative proximity to the child. Also, children with mental retardation are characterized by a delay and shortcomings in the formation of objective actions and voluntary movements associated with them, which, in turn, negatively affects the formation of the ability to navigate in the surrounding space in this category of children.

The defective development of verbal-logical thinking does not provide a 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 orientate themselves with the sides of their own body and the body of the interlocutor. It is difficult for them to distinguish relationships between objects. They hardly orient themselves in the space of the sheet, as well as in a large space - in a group, gym, in the yard.

This leads to the conclusion that in children with mental retardation it is necessary to purposefully develop the ability for spatial orientation through corrective 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 is different in comparison with normally developing children: different temporal characteristics, qualitatively different content, inferiority and uneven content. Obviously, such shortcomings cannot be eliminated by themselves; a clear, well-thought-out, and most importantly, timely strategy for the development and correction of visual perception in children is needed. Only in this case a favorable outcome in the development of the child is possible. Most of the children with mental retardation, with whom correctional and pedagogical work is carried out, subsequently reach the level of the norm.

Chapter 2. Experimental study of the developmental features 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 an ascertaining experiment;

.select the obtained data and analyze them;

.draw the necessary conclusions from the study.

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

Brief information about children:

№NameAge Year of study at preschool Conclusion PMPK1Vanya B.6 years2 years DPR2Vanya S.5 years2 years DPR3Gosha A.5 years2 years DPR4Danil G.6 years2 years DPR5Dima G.6 years2 years DPR6Zhenya M.6 years2 years DPR7Liza A.6 years2 years DPR8Liza M.6 years2 years DPR9Maxim L. 5 years 2 years ZPR10Nikita S. 6 years 2 years ZPR

2.2 Experimental study methodology

Our study 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 features of color perception in preschool children with mental retardation.

Study preparation: 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 their shades.

Conducting the research: the experiment is carried out individually with children of 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 pieces of each color) and they are asked to sort the circles into boxes in accordance with their color. The color is not named.

Second series. The child is given ten circles of different colors. Then they call 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: according to 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.

medium - the child copes with all tasks with respect to only the primary colors (see Appendix Table No. 1).

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

2.2.2 Technique No. 2 "What is this geometric figure?"

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

Preparation of the study: prepare cards with the following plane geometric shapes: circle, oval, triangle, square, rectangle, rhombus, and also choose three-dimensional geometric shapes: ball, cube, cylinder, cone.

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

First episode. Cards with planar and volumetric geometric shapes are laid out in front of the child. Then they call one of these figures and ask the child to find the same one on 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.

high - the child differentiates and names all planar and three to four three-dimensional geometric shapes.

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

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

2.3 Technique No. 3 "Assemble the pyramid."

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

Research preparation: prepare a one-color pyramid of six rings.

Conducting the research: the experiment is carried out individually with children of five to six years old. The child is sitting at the table. He is shown a pyramid, then one ring after another is removed before his eyes, laying them out sequentially. After that, they break the order and offer the child to assemble the pyramid on their own. The instruction can be repeated twice.

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

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

medium - 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 Technique No. 4 "Orient yourself correctly."

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

Study preparation: pick up five toys. For example, a doll, a bunny, a bear, a duck, a fox. A picture with the image of five objects, a sheet of paper in a box and a pencil.

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

1.show the 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 a circle on a piece of paper in a cage 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 under the triangle, a small triangle between the circle and the square.

Data processing: according to 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, in the third he makes up to two mistakes.

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

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

So, in order to find out what is the level of development of visual forms of perception 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 - 10b., Medium level - 8b., Low level - 6b. after carrying out all the methods, for each child the total number of points earned by them is calculated. And then, in accordance with this total score, 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 pilot study

In the course of our experimental study, on the problem of developmental features in preschool children with mental retardation, we also obtained data that allow us to judge the fairly good formation of these processes in the category of children under consideration (thanks to the timely corrective 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 a low development result. In general, they received less than 29 points (see Appendix Table No. 5). This is about 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 found it difficult to distinguish between purple and called it blue. Other children who occupied the middle "degree of the pedestal" (Vanya S., Gosha A., Dima T., Zhenya M., Liza M., Nikita S.) - six people, were more difficult to distinguish between such colors as purple and orange, confusing them, respectively, with blue and yellow. To a lesser extent, there were difficulties in differentiating blue and pink colors. Children with a low level of color perception (Vanya B., Danil G., Maxim L.) could not distinguish between such colors as purple, pink, orange, and blue. They either did not try to match and name the color he proposed at all, or they did it wrong. Purple and blue, they were confused with blue, pink with red, orange with yellow. In addition, it should be noted that none of the children participating in the experiment could differentiate the purple color proposed by him. Its correlation with blue is a typical mistake of all subjects. This suggests that more attention needs to be paid to teaching preschoolers with mental retardation to differentiate purple (see Appendix Table No. 1).

Having talked about the perception of color, we move on to the perception of form. This process also has its own characteristics. The results of the experiment showed the following: four out of ten subjects (Gosha A., Liza M., Liza A., Nikita S.) have a high level of form discrimination. They easily differentiate planar (circle, square, triangle, rectangle, oval, rhombus) and volumetric (ball, cylinder, cone) geometric shapes. And they do it both according to the word of an adult, and they call them independently. The subjects who took the middle level (Vanya B., Vanya S., Dima T., Zhenya M., Maxim L.), five people, basically made mistakes in trimming such three-dimensional geometric figures as a cone and a cylinder. Only in one case did Dima G. find it difficult to name and show the cube, confusing it with a square. A low level of form discrimination was shown by Danil G. He could not differentiate a single three-dimensional figure. According to the results of other conducted methods, 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, respectively, 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 our experiment, which consisted in collecting a pyramid of six rings, preschoolers with mental retardation showed pretty good results. Two subjects (Lisa A. and Lisa M.) coped with the task at a high level, collecting a pyramid of six rings, by 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 the 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 the spatial orientation of preschoolers with mental retardation. In order 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. , Liza A., Liza 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 a single child singled out), above (only Liza M. singled out), between (Gosh A. and Dima G. singled out), under (highlighted Liza A.), above (six were identified - Vanya S., Gosha A., Dima G., Liza A., Liza M., Nikita S.). all the children coped with the understanding of adverbs on the left and in the center (see Appendix Table No. 4). From all this it follows that children need even more training in the development of the ability to orient themselves in space than was previously the case.

4 Research findings

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

1.If timely corrective work is carried out with a child with mental retardation to develop visual forms of perception, then this contributes to an increase in the level of formation of this process. Often children catch up with their normally developing peers.

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

.Also, children of this age (most of them) successfully distinguish between such flat geometric shapes as a square, circle, triangle, rectangle, oval, rhombus, and from volumetric ones, mainly a ball and a 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 representations, especially orientation in parts of their own bodies and on the plane of the 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 establishing a diagnosis and the provision of corrective pedagogical assistance, the period of a child's education in a specialized kindergarten, etc.

The data obtained by us during the study are typical only for the group of children with whom it was conducted. If we take a different group, then the results of obtaining are different.

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

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

2.Learning how to examine objects, as well as the ability to distinguish their shape, color, size and perform increasingly complex visual actions.

.The development of analytical perception: the ability to understand the combination of colors, dismember the shape of objects, highlight individual measurements of quantities.

.The development of the eye and the ability for spatial orientation, first in the scheme 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 at preschool age is a game: plot-role-playing, didactic, psychological. Such games can be used as an element of a lesson or lesson, as an element of competition in the free activities of children, as homework. This increases the motivation of children to learn, creates a lot of additional situations of success for them, serves as a means of stimulating cognitive activity, and helps to diversify learning activities.

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

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

visual perception preschool

Conclusion

On the basis of our work, we can conclude that preschool children with mental retardation have the ability to perceive and distinguish such sensory standards as color, shape, 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, 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 is possible in this direction (often children reach the level of the norm), and this, in turn, serves as the basis for a high-quality, full-fledged knowledge of the world by a child , successful education, and hence its modern successful socialization and integration in society.

Literature

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

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

.The development of perception in preschoolers / Ed. A.V. Zaporozhets and L.V. Wenger. - M, 1968.

.Istomina Z.M. On the relationship between perception and the name of color 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 health and disease: psychological diagnostics, prevention and correction. St. Petersburg: Peter, 2004.

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

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!!! The formation of images of the surrounding world is carried out on the basis of the ability to feel individual elementary 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 with their direct impact at the moment on the senses. Representation is a visual image of an object or phenomenon that arises on the basis of past experience (given sensations and perceptions) by reproducing it in memory or imagination.

Perception is not reduced to the sum of 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 present in the cerebral cortex. It is this interaction that is disturbed 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 orientation activity.

With ZPR, such properties of perception are violated as: Objectivity and structure: children find it difficult to recognize objects that are in an unusual perspective. Have difficulty recognizing objects in contour or schematic drawings, especially if they are crossed out or overlap each other. They do not always recognize and often mix letters similar in style or their individual elements, they often mistakenly perceive combinations of letters, etc.

Integrity of perception: they experience difficulties in perceiving the need to isolate individual elements from an object that is perceived as a whole, in building a holistic image. Selectivity: Difficulties in isolating the figure Selectivity (object) against the background. Constancy: Difficulties also appear when perceptual conditions worsen (rotated images, reduced brightness and clarity). Meaningfulness: difficulties in understanding the essence Meaningfulness of the subject associated with the peculiarities of thinking.

In children, not only individual properties of perception are disturbed, but also perception as an activity, including 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 difficult task with an easier one, in a desire to “get off” as quickly as possible.

There are no primary disorders at the level of the sense organs in children with mental retardation. However, the shortcomings of perception appear at the level of complex sensory-perceptual functions, i.e., they are the result of the unformed analytic-synthetic activity.

Preschool age Visual perception: difficulties in perception, perception of complex images, formation of a holistic image, so the child does not notice much, misses details. Difficulties in isolating a figure against the background, in recognizing objects that are in an unusual perspective, if necessary, recognizing objects on contour or schematic images (crossed out or overlapping).

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

Auditory perception: there are no difficulties in perceiving any simple influences. Difficulties in the differentiation of speech sounds: In the selection of sounds in a word, With the rapid pronunciation of words, In polysyllabic and close-pronunciated words. Insufficiency in the analytical and synthetic activity of the auditory analyzer.

Tactile perception: a complex of tactile and perception of motor sensations. Tactile sensitivity: difficulty in determining the place of touch to different areas of the skin, the place of touch is not determined accurately, often not localized. Motor sensations: inaccuracy, sensations of disproportion of movements, the impression of motor awkwardness in children, difficulties in perceiving postures 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 the teaching of literacy in the future.

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

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

At the same time, the faster the development of perception occurs, the more conscious it becomes. The lags in the development of visual and auditory perception are overcome faster. This happens especially intensively during the period of literacy. Tactile perception develops more slowly.

Observations of teachers and parents of children with mental retardation, as well as special psychological studies, indicate shortcomings in the development of their involuntary memory. Much of what normally developing children memorize easily, as if by itself, causes considerable effort from their lagging peers and requires specially organized work with them.

One of the main reasons for the insufficient productivity of involuntary memory in children with mental retardation is a decrease in their cognitive activity. In the study of T.V. Egorova (1969), this problem was subjected to a special study. One of the experimental methods used in the work involved the use of a task, the purpose of which was to arrange pictures with images of objects into groups in accordance with the initial letter of the name of these objects. It was found that children with developmental delay not only reproduced verbal material worse, but also spent noticeably more time recalling it than their normally developing peers. The main difference was not so much in the extraordinary productivity of the answers, but in a different attitude towards the goal. Children with mental retardation made almost no attempts on their own to achieve a more complete recall and rarely used auxiliary techniques for this. In cases where this did happen, a substitution of the purpose of the action was often observed. The auxiliary method was used not to recall the necessary words beginning with a certain letter, but to invent new (foreign) words starting with the same letter.

In the study of N.G. Poddubnaya studied the dependence of the productivity of involuntary memorization on the nature of the material and the characteristics of the activity with it in younger students with mental retardation. The subjects had to establish semantic connections between the units of the main and additional sets of words and pictures (in various combinations). Children with mental retardation found it difficult to master the instructions for the series, which require an independent selection of nouns that are suitable in meaning to the pictures or words presented by the experimenter. Many children did not understand the task, but they tried to get the experimental material as soon as possible and start acting. At the same time, unlike normally developing preschool children, they could not adequately assess their capabilities and were confident that they knew how to complete the task. Distinct differences were revealed both in productivity and in the accuracy and stability of involuntary memorization. The amount of correctly reproduced material in the norm was 1.2 times higher.

N.G. Poddubnaya notes that visual material is remembered better than verbal material and is a more effective support in the process of reproduction. The author points out that involuntary memory in children with mental retardation does not suffer to the same extent as voluntary memory, so it is advisable to use it extensively in their education.

T.A. Vlasova, M.S. Pevsner point to the decrease in voluntary memory in students with mental retardation as one of the main reasons for their difficulties in schooling. These children do not memorize texts, the multiplication table, do not keep in mind the purpose and conditions of the problem. They are characterized by fluctuations in memory productivity, rapid forgetting of what they have learned.

Specific features of the memory of children with mental retardation:
Reduced memory capacity and speed of memorization,
Involuntary memory is less productive than normal,

The memory mechanism is characterized by a decrease in the productivity of the first memorization attempts, but the time required for complete memorization is close to normal,

Predominance of visual memory over verbal,

Decrease in arbitrary memory.

Violation of mechanical memory.

Attention

Causes of impaired attention:

1) The asthenic phenomena present in the child have their effect.
2) The lack of formation of the mechanism of voluntariness in children.
3) Unformed motivation, the child shows a good concentration of attention when it is interesting, and where it is required to show a different level of motivation - a violation of interest.

L.M. Zharenkova, researcher of children with mental retardation notes the following features of attention, characteristic of this violation:

Low concentration of attention: the inability of the child to concentrate on the task, on any activity, quick distractibility. In the study of N.G. Poddubnaya clearly manifested the features of attention in children with mental retardation: in the process of performing the entire experimental task, there were cases of fluctuations in attention, a large number of distractions, rapid exhaustion and fatigue.

Low level of attention span. Children cannot be engaged in the same activity for a long time.

Narrow attention span.

Perception

Causes of impaired perception in children with mental retardation:

1) With mental retardation, the integrative activity of the cerebral cortex, cerebral hemispheres is disrupted and, as a result, the coordinated work of various analyzer systems is disrupted: hearing, vision, motor system, which leads to disruption of systemic mechanisms of perception.
2) Lack of attention in children with mental retardation.
3) Underdevelopment of orienting and research activities in the first years of life and, as a result, the child does not receive full-fledged practical experience necessary for the development of his perception.

Features of perception

Insufficient completeness and accuracy of perception is associated with a violation of attention, mechanisms of arbitrariness.

Insufficient focus and organization of attention.

Slowness of perception and processing of information for full perception. A child with mental retardation needs more time than a normal child.

Low level of analytical perception. The child does not think about the information that he perceives ("I see, but I do not think.").

Decreased activity of perception. In the process of perception, the search function is disturbed, the child does not try to peer, the material is perceived superficially.

The most grossly violated are more complex forms of perception that require the participation of several analyzers and are of a complex nature - visual perception, hand-eye coordination.

The task of the defectologist is to help a child with mental retardation to streamline the processes of perception and teach to reproduce the object purposefully. In the first academic year of study, an adult directs the perception of the child in the classroom; at an older age, children are offered a plan of their actions. For the development of perception, the material is offered to children in the form of diagrams, colored chips.