2.1 Features of the emotional development of mentally retarded children

emotional state mental retardation school student

Attention to the problems of mental retardation is due to the fact that the number of people with this type of abnormality is not decreasing. This is evidenced by statistics for all countries of the world. This circumstance makes the question of creating conditions for maximum correction of developmental disorders in children of paramount importance.

The term "oligophrenia" ("dementia") was proposed in 1915 by E. Kraepelin to denote congenital dementia. With oligophrenia, there is an early, usually intrauterine underdevelopment of the brain, caused by hereditary influences or various damaging environmental factors acting during the period of intrauterine development of the fetus, during childbirth and during the first year of life. The expansiveness of the lesion associated with genetic malformations, diffuse lesions of the immature brain in a number of intrauterine, birth and early postnatal influences, determines the primacy and totality of the underdevelopment of the cerebral systems.

The study of the emotions of children with intellectual underdevelopment was carried out by: D.B. Elkonin, L.V. Zankov, M.S. Pevzner, G.F.Breslav and others. Today, the problem of the emotions of mentally retarded children is relevant both in theoretical and practical terms.

The understanding of their own emotional states by children with intellectual disabilities and the ability to outwardly express personal experiences, as well as understanding the emotional states of the people around them, is quite acute.

Personal development is one of the most important problems in the theory of education and training. The development of the personality of a mentally retarded child follows the same laws as the development of normally developing children. At the same time, due to intellectual inferiority, it takes place in peculiar conditions.

The development of the emotional sphere of a mentally retarded child proceeds in a special way.

First, the feelings of a mentally retarded child have not been sufficiently differentiated for a long time. In this respect, he somewhat resembles a toddler. It is known that very young children have a small range of experiences: they are either very happy with something, rejoice, or, on the contrary, are upset and cry. In a normal older child, many different shades of experience can be observed. So, for example, from getting a good mark, embarrassment, joy, a sense of satisfied pride can appear. The experiences of the mentally retarded are more primitive, he experiences only pleasure or displeasure, and there are almost no differentiated subtle shades of experience.

Second, the feelings of mentally retarded children are often inadequate, disproportionate to the influences of the outside world throughout the dynamics. In some children, one can observe excessive lightness and superficiality of experiencing serious life events, rapid transitions from one mood to another. In other children (these are much more common), excessive strength and inertia of experiences arising from unimportant reasons are observed. For example, a minor offense can trigger a very strong and lasting emotional reaction. Imbued with a desire to go somewhere, to see someone, a mentally retarded child cannot then turn away from his desire, even if it has become unreasonable.

The weakness of the intellectual regulation of feelings is revealed in the fact that children do not in any way correct their feelings in accordance with the situation, they cannot find satisfaction of any of their needs in another action that replaces what was originally conceived. For a long time they cannot find consolation after any insult, they cannot be satisfied with any, even the best thing that they have picked up instead of a similar, broken or lost one.

Along with the general underdevelopment of emotional life in mentally retarded children, one can sometimes note some manifestations of painful feelings that the educator needs to know about and, accordingly, carry out a qualified psychological and pedagogical approach to a sick child.

Such, for example, are the phenomena of irritable weakness, which consists in the fact that in accordance with fatigue or with a general weakening of the body, children react to all the little things with outbursts of irritation.

Emotional immaturity is characterized by the fact that children lack the vividness and brightness of emotions typical for a healthy child, are characterized by a weak interest in assessment, a low level of claims, increased suggestibility, and a lack of criticism. The emotional reactions of these children are primitive and superficial. In children, emotional development is delayed, they constantly experience difficulties with the adaptation environment, which violates their emotional comfort and mental balance.

The emotions and feelings of a mentally retarded child are not sufficiently differentiated. His experiences are primitive, and there are practically no subtle shades of experience. Most often, extreme, polar feelings are inherent in him: he experiences only either pleasure or displeasure. Thus, we can talk about the limited range of experiences of mentally retarded children. This is associated with frequent difficulties in understanding facial expressions and gestures, expressive movements of people, images of emotions in pictures. There is a liveliness of the emotions of mentally retarded children (friendliness, gullibility, liveliness) along with their surface and fragility. Such children easily switch from one experience to another, show lack of independence in activity, easy suggestibility in behavior and games, follow other children. Their emotions are unstable, mobile, there is a weakness of intellectual regulation of feelings.

Like all other children, mentally retarded children develop throughout the years of their lives. S.L. Rubinstein emphasized that “The psyche develops even with the deepest degrees of mental retardation ...

The development of the psyche is the specificity of childhood, breaking through any, the most severe pathology of the body. ”Along with the specific development of the psyche, a kind of development of the emotional sphere of a mentally retarded child takes place, manifested primarily in immaturity.

The immaturity of the emotions and feelings of a mentally retarded child is primarily due to the peculiarities of the development of his needs, motives and intellect.

In schoolchildren, personality underdevelopment is most clearly manifested in play.

N.L. Kolominsky notes that "A mentally retarded child is passive in play, it does not become a model for acquiring social experience for him as for a normal schoolchild. It is not for nothing that the inability to play actively is considered an important diagnostic indicator of mental retardation." This is due to the fact that the child has very poorly developed needs for new impressions, curiosity, cognitive interests, little expressed motivation for the implementation of new activities. His activities and behavior are influenced by direct, situational motives of external influences. Symptoms of a violation of the emotional sphere are irritability, increased excitability, motor restlessness, restlessness, lack of mediated motivation. Unlike the normal student, the child does not develop social feelings.

Immaturity in the emotional sphere at school age is even more pronounced in the school period, when the child is faced with tasks that require a complex and indirect form of activity.

Part of the information about the emotional sphere of students with mental retardation was obtained through special psychological research. The possibility of children to perceive and understand the emotional states of the characters depicted in the plot pictures was considered. The starting point was the position that understanding the emotional state of another person in a certain way characterizes the emotional world of the child. It was found that students with mental retardation make gross mistakes and even distortions when interpreting the facial expressions of the characters depicted in the plot picture, they do not have access to complex and subtle experiences, they reduce them to simpler and more elementary ones. However, almost all students correctly understand and name the states of joy, resentment, etc. most often experienced by themselves and those around them.

The weakness of the intellectual regulation of feelings leads to the fact that the so-called higher spiritual feelings are formed with delay and with difficulty in students of correctional schools: conscience, a sense of duty, responsibility, selflessness, etc. Complex emotions of a social and moral nature, subtle shades of feelings remain inaccessible for understanding and notation.

An important aspect of the study of the emotional development of schoolchildren with mental retardation is the study of their emotional state in the course of the lesson, since educational activity sets rather stringent requirements for them, and its implementation is associated with the experience of emotions.

Having studied the literature on this issue, we came to the conclusion that the hypothesis is confirmed: the emotional sphere of a younger student with mental retardation differs from the emotional sphere of a younger student in the norm. The experiences of the mentally retarded are more primitive, unlike his normal peer, he experiences only pleasure or displeasure. Feelings are inadequate. A child normally can differentiate subtle shades of experience. We will try to confirm these data experimentally.

Attention of mentally retarded elementary schoolchildren

1.1 Attention in the structure of cognitive activity of mentally retarded students In the system of psychological phenomena, attention occupies a special position ...

Correctional work to enrich the vocabulary of students in extracurricular activities of special (correctional) schools of the VIII type

The level of mental development of a child can be judged, among other things, by the development of speech, since speech serves not only as a means of communication, but also is a means of regulating higher mental functions ...

Features of perception and understanding of human emotional states by intonational characteristics of speech in children with mild mental retardation

Perception as a mental process Perception is a cognitive mental process that consisted of a holistic reflection of objects, situations and events ...

In mentally retarded children, new conditioned connections, especially complex ones, are formed much more slowly than in normal children. Once formed, they turn out to be fragile and fragile. This weakness of the closure function of the cortex. brain...

Features of the mental development of children with mental retardation

Memory is the processes of memorizing, preserving, reproducing and processing a variety of information by a person ...

Features of the mental development of children with mental retardation

The thinking of mentally retarded children is characterized by: 1. violation of all mental operations (to a greater extent generalization and abstraction); 2. decrease in the activity of thought processes; 3 ...

Features of anxiety-phobic states in children with mental retardation

Feelings, like other personality traits, are social in nature, they are mediated and conditioned by real social relations. In what pleases and saddens a person, the direction of feelings is manifested. The senses...

I.M.Sechenov wrote - that memory is the cornerstone of the child's mental development. Thanks to memory, the child captures and summarizes past experience, acquires knowledge and skills. The formation of a person's personality is unthinkable without memory ...

Cognitive processes of mentally retarded children

An experimental study of the development of cognitive processes in mentally retarded schoolchildren was carried out in a correctional school VIII type in the city of Blagoveshchensk. The survey involved a group of 22 children ...

Considering the features of social adaptation of mentally retarded children, one should consider the criteria for adaptive capabilities. The following criteria are used: play, communication with adults and peers, self-care of children ...

Problems of social adaptation of mentally retarded children of preschool age

In the process of forming the social adaptation of mentally retarded children, the following tasks should be solved: 1. Development of all mental functions and cognitive activity of children in the learning process and correction of their deficiencies ...

The psychological structure of oligophrenia

Psychological and pedagogical characteristics of a mentally retarded child

Children with Down syndrome. Among children with severe intellectual disabilities, a significant place is occupied by those diagnosed with Down syndrome. This disease is caused by a chromosomal abnormality ...

Theoretical analysis of mentally retarded children

Oligophrenopsychology (from the Greek Oligos - little, insignificant, phren - mind) is a section of special psychology that studies mental development and the possibilities of its correction in people with severe forms of brain underdevelopment ...

Child's mental retardation

Play should be a leading activity that provides a zone of proximal development, which has a developing effect on the formation of the psychological appearance of a mentally retarded child. Among the many reasons hindering independent ...

The willow symbolizes passion, striving for success, sometimes an element of aggression. Black is the color of denial. It is associated with negative experiences. White includes all the colors of the spectrum, and therefore it is associated with life-affirming energy, optimism. Gray is a biologically neutral color that is not associated with emotional experiences; other colors look the brightest and most expressive against its background. In this regard, the sheet offered to the subjects, on which they had to reflect their attitude to some aspects of the surrounding reality, was gray.

Of the 30 figures chosen by the subjects, 13 (43%) were red, 10 (33%) were white, 7 figures (24%) were black. To denote the concept of "I" 4 schoolchildren used red figures. The choice of this color was associated with the desire to attract attention, to be in the center of events, to live a bright, beautiful life. Note that the corresponding motives were visible even in those cases when the red figure "I" was placed in one of the lower corners of the sheet, which means low self-esteem.

In 6 subjects, the "I" figure is white. They would like to see themselves calm, tidy, independent, relatively independent of the opinions of others.

Attention is drawn to the fact that not a single black figure was chosen to denote the concept of "I".

The concept of "Good" is associated in 3 students with red (warmth, dynamics, active action, the ability to defeat evil under any circumstances), in 5 - with white (poise, purity, patience, strength). One boy and one girl marked "Good" with black pieces. As their explanations showed, for these schoolchildren, black is associated not with negative emotions, but with a deep mystery, completeness and self-sufficiency.

The color expression by the subjects of their attitude to the concept of "Evil" is quite interesting. In five works, this concept is represented by red figures (egotism, rough onslaught, war, blood). In three works the figures "Evil" are white (cold, death). Two students marked this concept in black (darkness, danger, fear, hostile forces).

Size is a symbol with the help of which a person, consciously or unconsciously, expresses the degree of significance of a phenomenon. In our study, the subjects used mainly large figures. This confirms that students with intellectual disabilities understand the importance of basic concepts for human consciousness. There were only 6 small figures (20%). Of these, 3 subjects were attributed to the concept of "Evil", which reflects the natural desire for any person to reduce as much as possible the absolute value of the negative beginning. One schoolboy had all the figures small. One student used small white circles to depict "I" and "Good", and above them he placed a large black square - "Evil". We believe that in this case there may be serious deviations in the emotional sphere and this student needs special attention and psychological support from teachers.

When analyzing and evaluating the results, special attention was paid to the location of the figures on the sheet. In this case, it was not only how close to the figure "I" the subject placed "Good" and "Evil". According to the authors of many projective techniques, the right side and top of the sheet are associated with the period of the future and reality. In this part of the sheet, students place symbols that have a positive emotional coloring for them, meaning activity and specific actions.

At the same time, the left side and bottom of the sheet symbolize the period of the past and the world of fantasy. They are also associated with negative experiences, self-doubt and passivity.

Great importance is attached to the location of the "I" figure. It is believed that by placing it in one or another part of the sheet, the subject shows an attitude towards himself, or self-esteem. Thus, the placement of the "I" figure in the central part of the sheet speaks of more or less adequate self-esteem. If this symbol is located at the top, it may indicate an overestimated self-esteem. Accordingly, works in which the figure "I" is at the bottom of the sheet reflect low self-esteem. Note, however, that we are talking about high, medium and low self-esteem rather than overestimated, adequate and underestimated.

The study showed that 3 subjects placed the figure "I" in the middle of the sheet. Moreover, at one job, this figure is right in the center, which indicates a stable average self-esteem. In two schoolchildren, the "I" figure is shifted to the left, they consider themselves to be average and are dissatisfied with this. We can talk about high self-esteem in disguise.

Four students placed the figure denoting the concept of "I" at the top, showing high self-esteem, which is normal for mentally retarded students in grades 5-6. Of these, three figures are in the middle, one is in the upper right part.

For 3 students, the "I" symbol is located at the bottom of the sheet, which indicates low self-esteem. In two works, this figure is in the middle, in one - on the left, which indicates the presence of negative emotions, the possibility of the formation of pseudo-compensatory formations on the basis of a feeling of inferiority.

The arrangement of figures on the sheet, denoting the given concepts, to some extent reflects the propensity of the subjects to commit positive or negative actions, their readiness to fulfill or violate the rules and regulations governing human behavior in society. For example, in 4 works the figures "I" and "Evil" are located side by side, and "Good" is placed in another part of the sheet. In this case, we can conclude that there is some deviation in the direction of emotional activity. On the other hand, three subjects placed the figures "I" and "Good" next to each other. One student has all the shapes in different corners. In one work, "Good" and "Evil" are placed in close proximity, and the figure "I" is removed at a considerable distance.

Of no small importance in assessing the results is also the time and method of the subject. The longer the student thinks about the choice of a figure and about its placement on the sheet, the more significant this problem is for him.

Thus, we see that the methodology "I, good and evil" gives some opportunity to penetrate into the emotional world of students with intellectual disabilities, showing the peculiarities of the attitude of students to the surrounding reality and to themselves. At the same time, we note that the data obtained using this technique can be considered objective only if they are confirmed in the process of observation and work with other experimental techniques. Adequate interpretation of materials according to this technique requires from the experimenter a sufficiently large experience of research activity, in the absence of which incorrect conclusions can be drawn.

The study showed that the process of interaction of mentally retarded students with the surrounding reality largely depends on the state of their emotional sphere.

This emphasizes the need for a comprehensive analysis of the characteristics of the emotional development of a student against the background of the general picture of intellectual disability.

The results of the work of schoolchildren indicate that the concepts of "good" and "evil" are accessible to their understanding. Moreover, they are quite deeply aware of their emotional attitude to these concepts. However, the need to reveal their attitude at the verbal level caused significant difficulties for the subjects. In accordance with this, we emphasize the advisability of using non-verbal techniques, including the projective type, in the process of studying the characteristics of the emotional sphere of mentally retarded students.

The information obtained during such a study will help the teacher understand the child, choose effective corrective measures, and realize the compensatory capabilities inherent in his psyche.

The results of the methodology "Assessment of actions"

When evaluating the results of the methodology, we took advantage of the fact that the rationale for the assessment given by the child to the act can be built on several grounds:

external - the assessment is focused on the appearance of the hero of the picture;

behavioral - the assessment is focused on the content of the action performed by the character;

intermediate - the assessment combines both components.

The results of this method helped to track the child's social experiences, assessed on the basis of his ability to evaluate behavior according to the given moral criteria.

Children evaluate the behavior of the characters using a behavioral basis - 3 people, which is 30%; intermediate base - 3 people (30%), external base - 4 people (40%).

Consequently, children do not have stable preferences in assessing the behavior of the characters in the pictures. Despite the fact that the standards by which the behavior of the characters is assessed are sufficiently realized by the child, they are rather known, and not really acting social experiences, since this knowledge is not present in the real behavior of the children themselves and in their assessment of the activities of others; they are isolated from those assessments that children apply in life to their own and other people's actions. At the same time, these children from time to time, especially with the help of a psychologist, can recall the existing norms of assessment, especially if the act (good or bad) performed by the hero in the picture is close to the child himself.

Thus, the behavioral assessments given by the children to the characters in the pictures are inconsistent and depended not so much on their knowledge and developed evaluative norms as on their everyday experience and sympathies.

Results of the "Three artists" or "Three trees" method

The results of the performed method turned out to be as follows: each child's drawing in

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Introduction

Chapter I. The current state of the problem of studying vocabulary in primary schoolchildren with mental retardation

1.1. Scientific - theoretical foundations of the study of vocabulary

1.2 Development of vocabulary in ontogenesis

1.3 Psychological and pedagogical characteristics of junior schoolchildren with mental retardation

1.4. Features of the vocabulary of younger students

with mental retardation

Chapter II. Organization of an experimental study of studying the level of vocabulary formation in junior schoolchildren with

intellectual disability

2.1. Purpose, tasks

2.3. Organization of research

Chapter III. Vocabulary disorders in junior schoolchildren with mental retardation

3.1. Features of the state of vocabulary in junior schoolchildren with mental retardation

Conclusion

Bibliography

Applications

Introduction

The relevance of research. The development and improvement of the vocabulary of junior schoolchildren with mental retardation has been and remains one of the most promising psychological and pedagogical problems. In modern conditions, when the process of humanization of education is deepening, the orientation towards the personality of the student who has problems in the development of the intellect is increasing, an increasingly important role in the formation of the child's linguistic personality belongs to his active vocabulary. It is known that the basis of a person's speech organization is vocabulary, the shortcomings of which significantly complicate the process of social adaptation. The features of the intellectual and speech development of students with mental retardation limit the ability of these children to understand the speech of others, to adequately express their own thoughts and lead to an inferiority of social and everyday orientation. Consequently, one of the urgent areas of work with children with mental retardation should be the formation and development of vocabulary, characterized by sufficiency and usefulness, in terms of the volume of vocabulary, semantics and syntagmatic characteristics. Poverty, undifferentiated meanings of words lead to a violation of the norms of word use, which significantly limits the possibilities of children in independent cognition of the world around them and complicates the learning process.

On the other hand, the accumulation of ideas, concepts, knowledge by a child is a necessary condition for the development of his speech. The child begins to speak only when he feels the need for communication, when he has the necessary content for expression, i.e. the necessary stock of knowledge about the world around. The word has a fundamental meaning and is central to the formation of human consciousness (A.R. Luria). Vocabulary is not only one of the most significant components of an utterance, but also testifies to the depth of differentiated cognition of the surrounding reality, to the level of formation of speech-thinking processes. The presence of a detailed vocabulary in the speech of schoolchildren, to a certain extent, serves as an indicator of the maturity of a person in the emotional, moral-ethical, psychological sphere, since words-assessments, words-characteristics express a person's attitude to the world, to others and to himself.

In the special literature, such features of students with impaired intelligence as limited vocabulary, inaccuracy in the use of words are highlighted in sufficient detail (M.F. Gnezdilov, G.M. Dulnev, L.V. Zankov, R.I. Lalaeva, A.R. Maller, R.K. Lutskina, V.G. Petrova, Z.N.Smirnova, J.I.Shif, M.P. Feofanov). The use of words of various thematic groups is analyzed (V.V. Voronkova, G.I.Danilkina, T.K. Ulyanova, Zh.I. Shif). Researchers have noted a pathological gap between the active and passive vocabulary of mentally retarded children (A.K. Aksenova, G.M.Dulnev, V.G. Petrova, Z.N. Smirnova).

According to the results of the studies of the above authors, aimed at identifying the peculiarities of the development of speech in children with intellectual disabilities, it is known that such children experience the lack of formation, to one degree or another, of all operations of speech activity. This significantly limits the ability of children to independently cognize the world around them and complicates the learning process. In this regard, the task of forming and developing the vocabulary is posed to the teacher from the first days of the child's stay in school and is solved during all the years of his education.

Speech therapy work in an auxiliary school takes an important place in the process of correcting developmental disorders of a mentally retarded child. Speech disorders in mentally retarded schoolchildren are very common and persistent. These speech disorders have a negative impact on the mental development of a mentally retarded child, the effectiveness of his teaching.

The development of vocabulary will improve the cognitive and communicative activity of schoolchildren with impaired intelligence, timely and targeted elimination of speech disorders of mentally retarded children contributes to the development of mental activity, the assimilation of the school curriculum, and the social adaptation of students in an auxiliary school.

Object of study : vocabulary of junior schoolchildren with intellectual disabilities.

Subject of study : features of vocabulary of junior schoolchildren with intellectual disabilities.

Research hypothesis : Given the structure of the defect in mental retardation, as well as the relationship between cognitive and speech impairments, it can be assumed that the vocabulary of children with mental retardation will have deficiencies both in terms of quantitative and qualitative characteristics.

Purpose of the study:

Tasks:

problem.

backward junior schoolchildren.

4. Analysis of the state of vocabulary in junior schoolchildren with disabilities

intelligence.

ChapterI... The current state of the problem of studying vocabulary injuniorschoolchildren with mental retardation

1.1 Scientific - theoristThe technical foundations of vocabulary learning

The development of a child's vocabulary is closely connected, on the one hand, with the development of thinking and other mental processes, and on the other hand, with the development of all components of speech: the phonetic-phonemic and grammatical structure of speech. The prerequisites for the development of speech are determined by two processes. One of these processes is the non-verbal objective activity of the child himself, the expansion of connections with the outside world through a specific, sensory perception of the world. The second most important factor in the development of speech, including the enrichment of the vocabulary, is the speech activity of adults and their communication with the child. Initially, communication between adults and a child is one-sided. Then the communication of adults goes on to familiarize the child with the sign system of the language with the help of sound symbols.

In this regard, the development of vocabulary is largely determined by the social environment in which the child is brought up. The early stage of speech formation, including mastery of the word, is multifacetedly considered in the works of such authors as M.M. Koltsova, E.N. Vinarskaya, N.I. Zhinkin, D.B. Elkonin [quoted from: 28]. It is known that the word has a complex meaning in its structure. On the one hand, a word is a designation of a certain object, it relates to a specific image of the object. On the other hand, the word generalizes the totality of objects, signs, actions. The following components of the meaning of the word are distinguished as the main ones (According to A.A. Leontiev, N.Ya. Ufimtseva, S.D.Katsnelson):

Denotative component, i.e. reflection in the meaning of the word of the features of the denotation (a table is a specific item);

Conceptual, or conceptual, or lexical-semantic component, reflecting the formation of concepts, reflection of word connections in semantics;

The connotative component is a reflection of the speaker's emotional attitude to the word;

The contextual component of the meaning of a word (cold winter day, cold water in the river).

Of course, not all components of the meaning of a word appear in a child at once.

Research shows that a child first of all masters the denotative component of the meaning of a word, i.e. establishes a connection between a specific object and its designation. The conceptual, conceptual component of the meaning of the word is acquired by the child later as the operations of analysis, synthesis, comparison, generalization develop. Gradually, the child also masters the contextual meaning of the word. So, a preschool child with great difficulty masters the figurative meaning of the word aphorisms. According to A.R. Luria, initially in the formation of the subject correlation of words, secondary, situational factors, which later cease to play a role in this process, pay great attention.

At an early stage of speech development, the subject relation of a word is influenced by the situation, gesture, facial expressions, intonation, the word has a diffuse, extended meaning. During this period, the object relatedness of a word can easily lose its specific object relatedness, and acquires a vague meaning. For example, a child can also call a teddy glove with the word bear, since in appearance it resembles a bear. The development of a connection between linguistic signs and reality is the central process in the formation of speech activity in ontogenesis.

At the initial stage of mastering the signs of the language, the name of the object is, as it were, a part or property of the object itself. L.S. Vygotsky called this stage in the development of the meaning of the word "doubling the object." E.S. Kubryakova [cited in: 28] calls this period the stage of “direct reference.” At this stage, the meaning of the word is a way of fixing the idea of a given subject in the child's mind. At the first stages of acquaintance with the word, the child cannot yet learn the word in its "adult" meaning. At the same time, the phenomenon of incomplete mastering of the meaning of the word is noted, since initially the child understands the word as the name of a specific object, and not as the name of a class of objects. The change in the meaning of the word, thus, reflects the development of the child's ideas about the world around him, is closely related to the cognitive development of the child.

L.S. Vygotsky emphasized that in the process of a child's development, the word changes its semantic structure, is enriched by a system of connections and becomes a generalization of a higher type. At the same time, the meaning of the word develops in two aspects: semantic and systemic. The semantic development of the meaning of a word lies in the fact that in the process of a child's development, the relation of a word to an object, a system of categories, in which this object is included, changes. The systemic development of the meaning of a word is associated with the fact that the system of mental processes that stands behind a given word is changing. For a small child, the affective meaning plays a leading role in the systemic meaning of a word, for a child of preschool and primary school age - a visual experience, memory that reproduces a certain situation ... According to L.S. Vygotsky, the development of the meaning of a word is the development of concepts. The process of concept formation begins from early childhood, from the moment of acquaintance with the word. L.S. Vygotsky identified several stages in the development of conceptual generalization in a child. The formation of the structure of concepts begins with “syncretic” images, amorphous and approximate, and then goes through the stage of potential concepts. The meaning of the word, thus, develops from the concrete to the abstract, generalized.

The formation of a child's vocabulary is closely related to the processes of word formation, since as word formation develops, the child's vocabulary is quickly enriched at the expense of derived words. The lexical level of a language is a collection of lexical units. Which are the result of actions and word formation mechanisms.

Due to their limitations, the lexical means cannot always express the child's new ideas about the surrounding reality, so he resorts to word-formation means. In the process of speech development, the child gets to know the language as a system. But he is not able to master at once all the laws of the language, the entire complex language system that an adult uses in his speech. In this regard, at each stage of development, the child's language is a system that differs from the language system of adults, with certain rules for combining linguistic units. As the child's speech develops, the language system expands, becomes more complex based on the assimilation of an increasing number of rules, patterns of the language, which fully applies to the formation of lexical and word-formation systems. generalizing words) and a correctly systematized vocabulary, an idea of the polysemy of words, the presence of not only basic, but also figurative meanings in some words.

1. 2 Development of vocabulary in ontogenesis

The development of vocabulary in ontogenesis is due to the development of the child's ideas about the surrounding reality. As the child gets acquainted with new objects, phenomena, signs of objects and actions, his vocabulary is enriched. The mastering of the surrounding world by a child occurs in the process of non-speech and speech activity in direct interaction with real objects and phenomena, as well as through communication with adults.

L.S. Vygotsky noted that the initial function of a child's speech is to establish contact with the outside world, the function of communication. The activity of a young child is carried out jointly with an adult, and in this regard, communication is situational.

At the end of the first and the beginning of the second year of a child's life, a verbal stimulus gradually begins to acquire more and more force. Subsequently, on the basis of the landmarks of the intramural reflex, the so-called second-order reflex to a verbal stimulus is formed. The child develops imitativeness, repeated repetition of a new word, which contributes to the strengthening of the word as a component in the general complex of stimuli. During this period of development, the first undivided words appear in the child's speech, the so-called babbling words, which are a fragment of a word heard by the child, consisting mainly of stressed syllables ( milk - moco, dog - baka Most researchers call this stage of the development of children's speech the stage of "word-sentence." The word does not yet have a grammatical meaning. Representation words at this stage either express a command ( on, give), or an indication ( there), or they call an object ( kitty, lala) or action.

Later, at the age of 1.5 to 2 years, the child has a dismemberment of the complexes into parts, which enter among themselves in various combinations ( Katya bai, Katya lalya During this period, the child's vocabulary begins to grow rapidly, which by the end of the second year of life is about 300 words of various parts of speech.

Initially, a new word appears in a child as a direct connection between a specific word and the object corresponding to it. The first stage in the development of children's words proceeds according to the type of conditioned reflexes. Perceiving a new word (conditioned stimulus), the child associates it with the object, and then reproduces it.

At the age of 1.5 to 2 years, the child switches from passive acquisition of words from the people around him to active expansion of his vocabulary during the period of using questions like "what is this?", "What is it called?"

Despite the fact that by the age of 3.5-4 years the object-related attribution of a word in a child acquires a fairly stable character, the process of forming the object-related attribution of a word does not end there. In the process of vocabulary formation, the meaning of the word is also clarified. LP Fedorenko also distinguishes several degrees of generalization of words by meaning. [Quoted from: 26]

The zero degree of generalization is the proper names and the names of a single subject. At the age of 1 to 2 years, children learn words, correlating them only with a specific subject. The names of objects, therefore, are for them the same proper names as the names of people.

By the end of the 2nd year of life, the child learns the words of the first degree of generalization, that is, he begins to understand the generalizing meaning of the names of homogeneous objects, actions, qualities-common nouns.

At the age of 3, children begin to learn the words of the second degree of generalization, denoting generic concepts. (toys, clothes, dishes), conveying in general terms the names of objects, signs, actions in the form of a noun.

By about 5 - 6 years old, children learn words denoting generic concepts, that is, words of the third degree of generalization (plants: herbs, trees, flowers), which are a higher level of generalization for words of the second generalization degree.

The enrichment of the child's life experience, the complication of his activities and the development of communication with people around him lead to a gradual quantitative growth of the vocabulary.

According to E.A. Arkin, the growth of the vocabulary is characterized by the following quantitative features: 1 year - 9 words, 1 year 6 months - 39 words, 2 years - 300 words, 3 years 6 months. -1110 words, 4 years - 1926 words.

According to A. Stern, by 1.5 years a child has about 100 words, by 2 years - 200-400 words, by 3 years - 1000-1100 words, by 4 years - 1600 words, by 5 years - 2200 words.

The vocabulary of an older preschooler can be considered as a national language model, since by this age the child has time to master all the basic models of the native language. During this period, the core of the vocabulary is formed, which does not change significantly in the future.

In the speech of children from 6 to 7 years old, there is a regular repetition of adjectives with the meaning of size (large, small, huge, large, medium, tiny). When analyzing the vocabulary of children of this age, the prevalence of negative assessment over positive and active use of the comparative degree of adjectives is also noted.

Thus, with the development of mental processes (thinking, perception, ideas, memory), the expansion of contacts with the outside world, the enrichment of the child's sensory experience, a qualitative change in his activity, the child's vocabulary is also formed in quantitative and qualitative aspects. As the child's thinking and speech develop, the child's vocabulary is not only enriched, but also systematized, streamlined.

1.3 Psychological and pedagogical characteristicsjuniorschoolspeople with mental retardation

Much attention has always been paid to the problems of mental retardation in Russian defectology. But, starting from the 60s, interest in them is growing even more. M.S. Pevzner and a number of other scientists made an invaluable contribution to the theory and practice of special pedagogy.

Mental retardation - persistent impairment of cognitive activity resulting from organic brain damage.

Mental retardation is not a separate disease or special condition, rather it is the general name for many deviations, different in nature and severity.

The causes of mental retardation are mainly those damaging factors that act in utero (prenatal factors), during childbirth (perinatal) and immediately after childbirth (early postnatal). Prenatal factors include malnutrition, endocrine disorders, intoxication, radiation exposure, and maternal infections (rubella). Perinatal factors include cerebral hemorrhage, anoxia (oxygen deprivation), mechanical damage to the brain during childbirth. Postnatal causes are severe infectious diseases of newborns (meningitis, encephalitis). It is possible that the Rh-conflict between the mother and the fetus is also among the causes of mental retardation. Hereditary forms include such rare forms as, for example, phenylketonuria and Tay-Sachs disease, Down's syndrome - although it is not a hereditary disease; the reason for it is an error that occurs in the process of formation of germ cells in the mother and leads to the fact that the child receives additional chromosomal material.

The physical state. The most typical deviations in physical status are observed in children with mental retardation with congenital diseases, especially those associated with chromosomal disorders. (Down's disease) A.N. Graborov notes that according to the expression of E.N. Pravdina, “movement disorders occur in the form of mild paresis (weakness), changes in muscle tone of a different nature. In the history of mentally retarded children, there are delays in the development of motor functions: children later begin to hold their heads, sit, stand, walk. Movement disorders relate to speed, accuracy, dexterity and, mainly, expressiveness of movements. "

Features of perception and sensations mentally retarded children have been studied in great detail by Soviet psychologists (I. M. Soloviev, K. I. Veresotskaya, M. M. Nudelman, E. M. Kudryavtseva) [cited from: 38].

The first group of facts speaks about the slowness and narrowed volume of visual perception of children. The slowness of the rate of perception is combined in mentally retarded children with a significant narrowing of the volume of perceived material.

Studies by E. A. Evlakhova have shown that mentally retarded children do not distinguish the facial expressions of the people depicted in the pictures. These facts lead us to the second essential feature of the sensations and perceptions of mentally retarded children, namely, their pronounced undifferentiation.

The data of many experimental studies indicate that mentally retarded children poorly distinguish similar objects when recognizing them. So, for example, according to the data of E.M.

A mentally retarded preschooler child has an extremely low level of development of thinking, which, first of all, is explained by the underdevelopment of the main tool of thinking - speech. Due to defects in perception, the child has accumulated an extremely meager stock of ideas. The poverty, fragmentation and "discoloration" of the ideas of mentally retarded children are very well described by MM Nudelman. He shows how dissimilar objects lose everything that is individual and original in children's ideas, become similar to each other, become similar.

Disorders of mental activity with mental retardation form the basis of the defect. The clinical picture of mental disorders in different forms of mental retardation is not the same and depends on a number of factors: the severity of damage to the central nervous system, harmful influences that act at further stages of the child's development during the period of active formation of mental functions (frequent illnesses, unfavorable conditions in the family). status in these children is associated with the underdevelopment of all cognitive activity and especially thinking. Mentally retarded children in the majority adequately perceive the world around them, but the very process of perceiving this world is inactive. The reduced reactivity of the cerebral cortex leads to the fact that the ideas in these children are usually indistinct and poorly differentiated. Usually, details, minor signs of objects and phenomena are poorly or not at all recorded. These features of memory cause significant difficulties in the study of new material, the need for repeated repetition of the passed. The peculiarity of the cognitive activity of students with intellectual disabilities is also in a significant underdevelopment of verbal-logical thinking. To a lesser extent, this originality is manifested in the process of visual-figurative thinking. Puzanov, N.P. Konyaeva is noted in children with mental retardation, violations of the volitional sphere. Outwardly, this is expressed in chaotic behavior, the predominance of movements and actions of an involuntary nature. In addition, they often exhibit a persistent manifestation of negativism. The weakness of will in many children is also expressed in the fact that they easily submit to the influence of others, do not show persistence and initiative in achieving the goal. Their behavior is impulsive. One of the types of volitional sphere is attention, the state of which affects the development of children, their acquisition of knowledge. Involuntary attention, which is based on the innate orienting reflex "what is it?" (according to I.P. Pavlov), is observed in the majority of mentally retarded children. The voluntary attention of most of them is characterized by instability - children are easily distracted by any extraneous stimulus. It is difficult for them to focus on any particular subject, which greatly complicates their learning. In the process of training and education, attention becomes more stable, its volume expands.

One of the most common mental retardation disorders is speech disorder. The speech system is formed with a delay. The vocabulary builds up slowly and never reaches the normal level. Many people have a broken word structure: they do not finish the endings, make gaps, distort or replace sounds.

The grammatical structure of speech also suffers noticeably. Weakened control over one's own speech. Combining the above, it can be noted that most of these children have a delay in the formation of speech function, as well as pronunciation defects.

Features of thinking. Thinking is the highest form of reflection of the surrounding reality. It makes it possible to know the essence of objects and phenomena. Thinking is generalization. A mentally retarded child - a schoolchild - has an extremely low level of development of thinking, which, first of all, is explained by the underdevelopment of the main tool of thinking - speech. Because of this, he poorly understands the meaning of the conversations of family members, the instructions of the teacher in the lesson, the people around him.

Because of the defects in perception, the child has accumulated an extremely meager stock of ideas. The poverty of visual and auditory representations, extremely limited play experience, little acquaintance with the objects of action, and most importantly, poor speech development deprive the child of that necessary basis on the basis of which thinking should develop. learning is that children poorly learn the rules and general concepts. According to L.S. Vygotsky, mentally retarded children can learn to generalize, but this process is slower than in healthy people.

The development of correct thinking is a difficult but solvable task; it is achieved with the help of specially developed teaching methods by correctional pedagogy.

Memory features ... As studies have shown (Kh.S. Zamsky), mentally retarded children learn everything new very slowly, only after many repetitions, they quickly forget what they perceived and, most importantly, do not know how to use the acquired knowledge and skills in practice in time. The reasons for the slow and poor assimilation of new knowledge and skills lie, first of all, in the properties of the nervous processes of mentally retarded children. The weakness of the closure function of the cerebral cortex determines the small volume and slower pace of the formation of new conditioned connections, as well as their fragility.

Memory deficiencies of mentally retarded children: slow memorization, speed of forgetting, inaccurate reproduction, episodic forgetfulness. Weakness of thinking, which prevents mentally retarded children from isolating a noun in the material to be memorized, to connect its individual elements and discard random, side associations, sharply lowers the quality of their memory. Poor understanding of the perceived material leads to the fact that students better remember the external signs of objects and phenomena in their purely random combinations. They have difficulty remembering internal logical connections and relationships, since they simply do not isolate them. They also poorly remember and understand abstract verbal explanations. That is why it is so important to skillfully and at the same time combine the presentation of visual aids with abstract verbal explanations when studying new material.

Features of attention . The level of attention development in mentally retarded children is very low. Mentally retarded children look at objects or their images without noticing the essential elements inherent in them. Due to the low level of attention development, they do not catch much of what the teacher tells them. For the same reason, children erroneously perform some part of the work of the same type offered to them. Interesting data on the possibility of developing attention were obtained by P.Ya. Galperin. Attention is a self-control skill that develops in children. This skill can be formed in specially created conditions. The task of the teacher is to teach mentally retarded children to check the correctness of their own actions, to monitor their speech, to reread what has been written. In mentally retarded children, self-control skills are formed when reading and writing texts containing random errors.

Features of the emotional sphere ... Many authors note the lack of initiative in mentally retarded children, the inability to direct their actions, the inability to act in accordance with any remote goals. L.S.Vygotsky shared Seguin's idea of the importance of weakness of motives to such a degree that, joining him, he wrote that “it is precisely in the defect in mastering one's own behavior that lies the main source of all the underdevelopment of a mentally retarded child.” actions, the inability to overcome the slightest obstacles, to resist any temptations or influences are combined, however, with signs of the opposite property. A mentally retarded child is often unable to give up something immediately desired, even for the sake of more important and attractive, but distant. Distant in time blessings or sorrows turn out to be feeble, pale shadows next to immediately close and even insignificant pleasures or deprivations.

The same contrasts are observed in a mentally retarded child in his attitude to influences from the people around him. In the foreground comes suggestibility, uncritical perception of the instructions and advice of people around, the absence of an attempt to check, compare these instructions and advice with their own interests and inclinations. And along with this, the same children in relation to individual instructions from others can show extraordinary stubbornness, prolonged senseless resistance to reasonable arguments, an irresistible desire to do in spite of what they are asked for.

The immaturity of the personality of a mentally retarded child, due primarily to the peculiarities of the development of his needs and intellect, is also manifested in a number of features of his emotional sphere. First, the feelings of a mentally retarded child have long been insufficiently differentiated. The experiences of a mentally retarded schoolchild are primitive, polar, he experiences only pleasure or displeasure, and there are almost no differentiated subtle shades of experience. Secondly, the feelings of mentally retarded children are often inadequate, disproportionate to the influences of the outside world, in terms of their dynamics. In some children, one can observe excessive lightness and superficiality of experiencing serious life events, rapid transitions from one mood to another, in other children (these are much more common), excessive strength and inertia of experiences arising from unimportant reasons can be observed.

A manifestation of the immaturity of the personality of a mentally retarded child is also the great influence of egocentric emotions on value judgments. The child evaluates most highly those who are pleasant to him, who are closer to him. The weakness of the intellectual regulation of feelings is revealed in the fact that children do not correct their feelings in any way in accordance with the situation, they cannot find satisfaction of any of their needs in another action that replaces what was originally conceived. Underdevelopment of such mental processes as speech, attention, memory, thinking, perception, which is associated with organic damage to the brain, underdevelopment of all cognitive activity and especially thinking. It is difficult for such children to assimilate social norms and rules, they need in-depth rehabilitation work aimed at correction all mental processes.

1.4. Features of the vocabulary of junior schoolchildren with mentalbackwardness

The specificity of speech development in children with intellectual disabilities is determined by the characteristics of higher nervous activity and their mental development. Children with intellectual disabilities have underdevelopment of higher forms of cognitive activity, concreteness and surface of thinking, delayed development of speech and its qualitative originality, impaired verbal regulation of behavior, immaturity of the emotional-volitional sphere. Late speech development is also characteristic of these children. A sharp lag is observed already in the period of pre-speech vocalizations. If normally spontaneous babbling in children appears in the period from 4 to 8 months, then in children with intellectual disabilities babbling is noted in the period from 12 to 24 months (IV Karlin, M. Strazulla). words appear at 10-18 months. According to Kassel, Schlesinger, M. Zeeman, in children with intellectual disabilities, the first words appear later than 3 years. Research by I.V. Karlin and M. Strazulla showed that the first words in such children appear in the period from 2.5 to 5 years. A significant lag is noted in these children in the appearance of phrasal speech. At the same time, the time interval between the first words and phrasal speech is longer for them than for children in the norm.

The child's mental and speech development are closely related to each other, but at the same time, the development of speech and cognitive activity are characterized by certain features. The formation of speech is based on the development of cognitive activity, but these two processes are autonomous. Intellectual disability negatively affects the speech development of children - the level of speech development in most children with intellectual disabilities is much lower than their mental development allows.

The problem of the development of the lexical side of speech in mentally retarded children attracted the attention of many authors (V.G. Petrov, G.I.Danilkina, G.M. Dulnev), who noted that impairments in cognitive activity leave an imprint on the formation of a passive and active vocabulary.

The peculiarities of the vocabulary of mentally retarded children include: the poverty of the vocabulary, the inaccuracy of the use of words, the difficulty of updating the vocabulary, more significant than normal, the predominance of the passive vocabulary over the active one, as well as the lack of formation of the structure of the meaning of the word, disturbances in the process of organizing semantic fields. The most important reasons for the poverty of the vocabulary in these children are the low level of their cognitive activity, limited ideas and knowledge about the world around them, lack of interests, reduced need for contacts, and weakness of verbal memory. The study of semantic fields on the basis of an associative experiment, carried out by A.R. Luria and O.S.Vinogradova, showed their insufficient formation.

Normally, the choice of a reaction word is based on semantic associations, that is, semantic similarity (high - low, apple - pear, violin - bow). In the mentally retarded, it is often carried out according to random, sometimes sound, associations (doctor - rook), which indicates an insufficient formation of their lexical system. All researchers emphasize the limited vocabulary of mentally retarded children, which is especially clearly revealed at the beginning of learning. The most important reasons for the poverty of vocabulary in children are a low level of their mental development, limited ideas and knowledge about the world around them, unformed interests, a decrease in the need for speech and social contacts, as well as weakness of verbal memory.

Most authors who have studied the vocabulary of mentally retarded children emphasize the qualitative originality of their vocabulary. So, according to V.G. Petrova, schoolchildren with intellectual disabilities, students in the first grade, do not know the names of many objects that surround them (gloves, alarm clock, mug), especially the names of parts of objects (cover, page, frame, window sill). The vocabulary of children with intellectual disabilities is dominated by nouns with a specific meaning. The assimilation of words of abstract meaning causes great difficulties. These children show a significant correlation between the nature of the performance of tasks with concrete and abstract words and the level of intelligence development. Thus, the repetition and recognition of simple words of a specific meaning in children with intellectual disabilities does not cause difficulties. At the same time, the abstract nature of speech material has a greater than normal negative impact on the process of recognition and reproduction of words by mentally retarded children. These children define words with an abstract meaning in a more elementary and primitive way than children of primary school age in the "norm." In the vocabulary of mentally retarded children, nouns with a specific meaning prevail. The assimilation of words of abstract meaning causes great difficulties. Many mentally retarded children lack generalizing words in speech (furniture, dishes, shoes, vegetables, fruits)... In the active vocabulary of mentally retarded children, many verbs denoting the ways of movement of animals are missing (jumps, crawls, flies). To the question of who moves how, the children give the following answers: “ The frog is coming, the snake is coming, the bird is coming". In the speech of children, there are only a small number of verbs with prefixes, which are most often replaced by non-prefixed verbs ( came - went, crossed - walked).

Numerous errors are observed in the designation of young animals. When asked what to call baby animals, some schoolchildren in grades 1-2 of the auxiliary school give the following answers: “ A cat has a pussy a dog has little dogs, a little dog, a puppy, a horse has a horse».

Students with intellectual disabilities rarely use words that denote signs of a subject. They name only the primary colors ( red, blue, green), the size of objects ( big small), taste ( sweet, bitter, tasty). Oppositions on the basis of long- short, thick - thin, high - low in the speech of such children are almost never found. According to N.V. Tarasenko, mentally retarded primary school students rarely use adjectives denoting the inner qualities of a person. The number of adverbs in the vocabulary of mentally retarded primary school children is also very limited. Mentally retarded schoolchildren in grades 1-2 use mainly adverbs such as here, here, there, there, then.

In the speech of mentally retarded children, inaccurate use of words, paraphasia is very often found. Replacements for words with a diffuse, vague meaning ( jumps, crawls - goes; tall, thick - big). When designating objects, mentally retarded schoolchildren often confuse words of the same kind, type. So, in a word shirt a jacket, a jacket, a shirt, and a sweater are indicated; word boots- and boots, and boots, and shoes, and galoshes.

Inaccuracies in the use of words in mentally retarded children are explained by the difficulties of differentiation, both of the objects themselves and their designations. Due to the weakness of the process of differential inhibition, mentally retarded children more easily perceive the similarity of objects than their difference. Therefore, they learn, first of all, the general and most specific signs of similar objects. Such a general and specific feature can be, for example, the purpose of objects (spoons, forks). Differences between subjects are not mastered enough, and designations are not delimited by the formation of semantic fields. The next feature of the vocabulary of mentally retarded children is the slowed down rate of development of the meaning of the word and the qualitative uniqueness of its structure. The development of the meaning of the word is closely related to the formation of cognitive activity. Initially, the word has only an objective correlation, being a specific name for an object. As cognitive activity and speech develop, the word begins The passive vocabulary of mentally retarded children is much more active, but it is updated with great difficulty: often a leading question is required to reproduce the word. The difficulties of actualization are associated, on the one hand, with the tendency of mentally retarded children to protective inhibition, and on the other, with a delayed generalization of objects, signs, actions, referring them to a certain category. So, from a simple name for an object, a word is transformed into a generalization word, which gradually becomes a true concept, representing a generalization of the most essential features of a given object, phenomenon.

For mentally retarded schoolchildren, for a long time, the word is only a designation of a specific subject. Many words never become true concepts.

Thus, the lexical and semantic disorders in younger schoolchildren with intellectual disabilities consist in the fact that children do not know the meaning of many words, replace the meaning of one word with the meaning of another that matches it in sound, mix the semantics of the original word with the lexical meaning of other words found with him in a relationship of synonymous dependence; sometimes they isolate only a specific meaning in a word, without understanding the true meaning. Such children have extremely limited semantic concepts, insufficient linguistic abstractions and generalizations. Speech disorders are very common and have a persistent systemic character, i.e. such children suffer from speech as an integral functional system, requiring persistent and long-term methods of teaching specially developed by correctional pedagogy.

Analysis of psychological and pedagogical literature made it possible to make the following conclusions:

1. Mastering vocabulary is the basis of speech development, since the word is the most important unit of language. As the child's speech develops, the language system expands, becomes more complicated on the basis of the assimilation of an increasing number of rules, patterns of the language, which can be fully attributed to the formation of the lexical system as a whole.

2. Impairment of intelligence is understood as a persistent impairment of cognitive activity caused by impairment of their higher nervous activity. Deviations in mental development in children with intellectual disabilities are caused by organic brain damage.

3. Children with intellectual disabilities have underdevelopment of higher forms of cognitive activity, one of which is late and insufficient development of speech. The development of a child's vocabulary is closely related to the development of thinking and other mental processes. The development of vocabulary in ontogenesis is due to the development of the child's ideas about the surrounding reality. The development of a connection between linguistic signs and reality is the main process in the formation of speech activity in ontogenesis.

4. The peculiarities of the vocabulary of mentally retarded children include: the poverty of the vocabulary, the inaccuracy of the definition of words, the predominance of a passive vocabulary over an active one, difficulties in updating the vocabulary. In the children's vocabulary, nouns with a specific meaning predominate, since the assimilation of abstract meanings causes great difficulties. Children with mental retardation have extremely limited semantic concepts, insufficient linguistic abstractions and generalizations. It follows from this that speech in these children suffers as an integral system.

ChapterII... Organization of an experimental study of studying the level of vocabulary formation in junior schoolchildren with intellectual disability

2.1. Intactb, tasks

Purpose of the study: to reveal the level of formation of vocabulary of mentally retarded primary schoolchildren.

Tasks:

1. Analysis of psychological and pedagogical literature on the studied

problem.

2. The choice of a methodology for the study of vocabulary in mentally

backward junior schoolchildren.

3. Experimental study of the peculiarities of the vocabulary of junior

schoolchildren with mental retardation.

4. Analysis of the state of vocabulary in junior schoolchildren with mental

backwardness.

To carry out the research, the methods and techniques described in the works of G. A. Volkova and E. F. Arkhipova were used, which most informatively show the level of vocabulary formation.

In the basis of the methodology for diagnosing the speech development of children, we laid the principles of systematicity and consistency, accessibility and clarity, using such pedagogical qualities as benevolence, patience and endurance, pedagogical tact and the ability to dispose the child to communication.

In the process of conducting the ascertaining experiment, the children were offered practical tasks, a selection of illustrative and verbal material that was understandable by the content of the primary school age.

The examinations were carried out with each child individually, after establishing a positive emotional contact with them.

Methods for researching the vocabulary of children.

Method No. 1 "Subject pictures"

Target: naming specific nouns.

Equipment: five subject pictures for each group of lexical topics (furniture: chair, bed, sofa, bedside table, wardrobe; vegetables: carrots, tomato, cucumber, cabbage, potatoes; fruits: orange, banana, apple, pear, lemon; dishes: cup, kettle , saucepan, frying pan, plate; berries: mountain ash, cranberries, blueberries, lingonberries, raspberries; birds: bullfinch, crow, sparrow, starling, tit; domestic animals: goat, cow, horse, pig, dog; wild animals: bear, fox, hare, wolf, elk; flowers: snowdrop, dandelion, coltsfoot, tulip, anemone; trees: maple, birch, oak, pine, aspen; clothes: trousers, coat, sweater, shirt, skirt; insects: butterfly, fly, ant, dragonfly, ladybug).

Survey progress: children were offered pictures on lexical topics, which the child pointed to after naming a noun. For example, show a carrot, tomato, orange, etc.

Methodology number 2 "Generalizing words"

Target: research of the volume of the nominative vocabulary.

Equipment: subject pictures on lexical topics.

Survey progress: children were asked to show objects related to the named word by the experimenter .

Instructions: show the objects depicted in the pictures, correlating them with the generalizing word: clothes, fruits, vegetables, transport, furniture, dishes (4 pictures for each generalizing word);

Method number 3 "Naming items by description"

Target: research of the state of the nominative vocabulary.

Equipment: eight pictures with various objects.

Survey progress: the experimenter, using object pictures, asks a descriptive question, the child is required to show this object.

Instructions: show: a) how they brush their teeth, b) how they soap their hands, c) how they draw (children were offered pictures that the child pointed to after listening to the description). For example, show the object with which you wipe your hands when they are washed (a towel).

Method No. 4 "Household Actions"

Target: research into understanding the actions depicted in the pictures

Equipment: ten pictures with various everyday actions.

Survey progress: the child was asked to show an action called the experimenter in the picture.

Instructions: show in which picture: the girl is sleeping, the mother is stroking, the grandmother is knitting, the girl is washing, the mother is cooking, the girl is sweeping, the girl is combing, the boy is washing, the girl is washing, the mother is cutting.

Target:

Equipment: names of animals: bear, sparrow, mouse, cat, duck, wolf, rooster, dog, cuckoo, goose.

Survey progress: the experimenter names the animal, and the child is asked to imitate the voice of this animal.

Method No. 6 "Animal movements"

Target: study of the volume of the predicative vocabulary.

Equipment: names of animals: horse, caterpillar, bird, fish, grasshopper, dog, snake, cow.

Survey progress: the experimenter names the animal and the child is asked to name the mode of movement of this animal.

Instructions:"Tell me how it moves ...."

Method number 7 "Choose antonyms"

Target: study of the volume of the predicative vocabulary.

Equipment: verbs: enters, gets up, crawls, lays down, cries, runs, flies away, closes.

Survey progress: the child is invited to choose the opposite in meaning to the named word.

Instructions:"Say the opposite."

Method No. 8 "Adjectives denoting color"

Target: study of the attributive vocabulary.

Equipment: eight pictures depicting objects: flower, leaf, tomato, lemon, circle, cucumber, cabinet, pencil.

Survey progress: the child is invited to look at the picture and choose the name of the color for the given object: flower-red, leaf-green, tomato - red, lemon - yellow, circle - blue, cucumber-green, cabinet - brown, pencil - black.

Introduction

Speech is the main means of human communication, with the help of which a huge amount of information can be received and transmitted.

Connected speech is the most complex form of speech activity. The development of children's speech is impossible without a full-fledged vocabulary. The formation of vocabulary in children with mental retardation occurs against the background of underdevelopment of cognitive activity, which leaves an imprint on the state of both passive and active vocabulary. One of the main tasks of correctional education and upbringing of children with intellectual disabilities is the practical assimilation of the lexical means of the language. Lalaeva R.I. has repeatedly raised the problem of the peculiarities of the development of the vocabulary of children with speech pathology and problems in the development of intelligence. In the studies of Mastyukova E.M., the quantitative and qualitative originality of the vocabulary of children with intellectual disabilities was revealed. However, so far there are no special developments aimed at the development of emotional-evaluative vocabulary, which is important in the speech development of children with intellectual disabilities. Despite the fact that the theoretical foundations for studying the lexical side of speech of children with intellectual disabilities have been created, to date, the specificity of the development of emotional-evaluative vocabulary has not been sufficiently represented. Taking into account the significance of the existing contradiction, we formulated as followsresearch problem : what are the features of the formation of emotional-evaluative vocabulary in primary school children with intellectual disabilities.

Object of study : Emotional and evaluative vocabulary of junior schoolchildren with intellectual disabilities.

Subject of study : dynamics of the formation of emotional-evaluative vocabulary in children with intellectual disabilities in the system of speech therapy support in a correctional school of type 8.

Purpose of the study : on the basis of the analysis of the oral speech of children with intellectual disabilities of primary school age, to reveal the features of their mastery of emotional-evaluative vocabulary and to develop a methodological system of working methods aimed at its formation.

Research hypothesis: systematic, complex formation of emotional and evaluative vocabulary, carried out on the basis of the use of a system of special techniques, contributes to an increase in the effectiveness of speech therapy work, focused on the development of an active vocabulary of emotional and evaluative vocabulary of children with intellectual disabilities.

In accordance with the stated goal and hypothesis of the study, the following were determinedtasks:

1. To study modern trends in the field of psychology, general and special pedagogy, associated with the problem of formationemotional and evaluative vocabulary in primary school children with intellectual disabilities.

2. To reveal the peculiarities of understanding and use of emotional-evaluative vocabulary by children with intellectual disabilities.

4. Develop and test a system of methodological techniques,

aimed at the formation of emotional-evaluative vocabulary in younger schoolchildren of the studied category.

The work used the followingmethods:

Theoretical methods: study of literature on the research topic;

Empirical methods: analysis of pedagogical documentation, questionnaires, conversation, observation,

The study of emotional-evaluative vocabulary was carried out on the basis of the modified methodology of I.Yu. Kondratenko

The study of the features of paralinguistic means of vocabulary was carried out according to the method of V.M. Minaeva [52]

To establish the coefficient of lexical diversity - the ratio of words used in the text once and the total number of words used, the modified methodology of MM Alekseeva, VI Yashina was used.

Processing methods: quantitative and qualitative analysis of the data of the ascertaining and control stage of the experiment.

Research novelty consists in the fact that the features of mastering the emotional-evaluative vocabulary by children with intellectual pathology are revealed, the main directions, stages and content of speech therapy work in special correctional institutions for children with intellectual disabilities are indicated to improve the lexical side of speech. The obtained data contribute to solving the problem of the development of expressive coherent speech, as well as verbal communication of children with intellectual disabilities.

The proposed system of methodological techniques can be recommended for use in speech therapy practice in frontal, subgroup and individual lessons in specialized institutions; applied in work with children with speech impairments of primary school age.

Chapter I. Theoretical foundations of the study of emotional-evaluative vocabulary of primary school children with intellectual disabilities

1.1. Lexicon as a system of interrelated units. Emotional evaluative vocabulary

Speech is the main means of human communication, through which a person has the ability to receive and transmit a huge amount of information.In communication, a person uses vocabulary as a tool for verbal communication, which is a criterion for determining the ability of thinking and intelligence of a person, and a word, being a unit of speech, is a sound expression of a concept about an object or phenomenon of the objective world. Speech has an extensive, subtly nuanced vocabulary.

Not a single word in a language exists separately, isolated from its general nominative system (lexical system). The vocabulary of the Russian language is presented in the form of common or stylistically neutral vocabulary and emotional vocabulary.

Stylistically neutral vocabulary includes words such ashouse, field, wind, window, bed, bread etc. This lexical layer is the usual names of the phenomena of the reality around us and is the main one in everyday language practice.

Emotional vocabulary expresses feelings, moods, experiences of a person, it is characterized by ambiguity in understanding the place and role of the emotional component in the meaning of the word, which predetermines the variety of classifications of this vocabulary.

Traditionally, it is customary to refer to the sphere of emotional vocabulary:

words describing feelings experienced by the speaker himself or by another person;

words - assessments that qualify a thing, object, phenomenon from a positive or negative side with all its composition, that is, lexically;

words in which the emotional attitude to what is called is expressed grammatically, that is, by special suffixes.

In the Russian language, a fund of words with a stable emotional

expressive coloring, and the shades of this coloring are extremely diverse and are due to one or another attitude to the phenomenon called: ironic, disapproving, contemptuous, affectionate, solemnly upbeat, etc. "The emotional coloring of a word arises from the fact that its very meaning contains an element of evaluation , the purely nominative function is complicated here by evaluativeness, the speaker's attitude to the named phenomenon, and, consequently, expressiveness, usually through emotionality ”.

Based on the above, the following conclusions can be drawn.

The vocabulary of the Russian language, like any other, is not a simple set of words, but a system of interrelated units.The word (as a unit of the lexical system) in the language does not exist separately, isolated from its general nominative system (lexical system).

The lexical system of the Russian language is presented in the form of stylistically neutral vocabulary and emotionally evaluative vocabulary.

From a linguistic position, it is customary to refer to the sphere of emotional-evaluative vocabulary: words that name feelings; words - assessments; words in which the emotional relationship to the named is expressed grammatically.

1.2. The state of the problem of the formation of emotional-evaluative vocabulary of children with developmental disabilities in the light of modern research

The modern stage of development of society puts forward special requirements for the content of special education. Increased attention to the upbringing of schoolchildren with intellectual disabilities orients the focus of educational work not only and not so much on their acquisition of knowledge, skills and abilities, but on their personal development, the formation and activation of communication and interaction skills, that is, on socialization. The formation of the child's emotional sphere is one of the important conditions for his adaptation in society, successful interaction with others.

In psychological and pedagogical works V. A. Goncharova, A. From Zavgorodnyaya, LF Spirova gives a description of the features and originality of the vocabulary of children with various speech disorders. In addition, in these works, much attention is paid to the originality of the development of mental processes (perception, imagination, memory, attention, thinking) in children. Also, the authors note low cognitive activity, rapid fatigability, insufficient performance in the classroom, low initiative in playing activities.

The monograph by I. Yu. Kondratenko presents the scientific and theoretical foundations for the study of emotional vocabulary in health and speech underdevelopment, considers modern linguistic, psycholinguistic, psychological, pedagogical and speech therapy approaches to the problem of the formation of emotional vocabulary, which occupies a significant place in the vocabulary and provides great influence on the enrichment of the personal vocabulary of children. The author presents the main directions of speech therapy work, outlines a system of techniques, offers new ways to activate emotional vocabulary in the process of communication of children with speech disorders.

In the above works, the problem of studying the features of

lexical system in children with general speech underdevelopment. On this basis

special techniques have been developed to address a variety of issues that ultimately contribute to the development of coherent speech in children. The problem of vocabulary enrichment is solved, therefore, in the context of the development of play activities, various forms of verbal communication, phrasal speech of children.

It should be noted that at present, programs, practical manuals have been created, aimed at the development of the emotional sphere in children of preschool and primary school age who do not have developmental disabilities. Special methods and techniques are used to develop children's communication skills, the ability to better understand themselves, peers and adults, as well as to expand vocabulary in the field of feelings and emotions. The issue of studying emotional vocabulary as an integral part of the lexical system in children with speech impairments in general, and in mentally retarded children in particular, its features, as well as possible methods and techniques of formation, has not been sufficiently developed, which determined the choice of the research topic.

1.3. Development of emotional and evaluative vocabulary in primary school children

Younger school age is a period of active assimilation of all structures of the native language. L.S. Vygotsky emphasized that not only the intellectual development of the child, but also the formation of his character, emotions and personalityv the whole is directly dependent on speech.

In turn, the emotional sphere is also deduced to the rank of the leading foundations of the personality of the junior schoolchild and the junior schoolchild, its "central link", the "core of individuality", the primary structure that regulates the behavior and activities of the child, his orientation in the surrounding world [L. S. Vygotsky ,eleven].

Emotions affect all forms of manifestation of children's activity, color communication, the process of cognition, reflection of reality in drawings, games, and make it possible to reveal itself most vividly in activity.

Younger school age is a fertile time for the development of speech ability. The level of lexical skills is central. Their development and restructuring are associated with changes occurring in various spheres of the child's mental life, and above all in the cognitive processes - perception and thinking. According to V.S. Mukhina's research, the thinking and perception of junior schoolchildren are at a level that allows them to understand what they read well, answer questions about the content, and single out means of expressiveness from the literary text.

As proved by G.M. Lyamina and other researchers, the emotionality of the child creates the prerequisites and opportunities for the further development of his conscious forms of expressiveness of speech. O.S. Ushakova considers the ability to reveal not only the semantic content, but also the emotional-evaluative subtext of the statement, a very essential feature of the full-fledged speech development and the formation of verbal creativity in general.

The role and place of emotions in the development of speech and upbringing of children are diversified in the works of P. P. Blonsky, N. Ya. Groth, V. V. Zenkovsky and others. These researchers argue that the development of emotional vocabulary in children of primary school age depends not only on the formation of speech functions, as well as on the internal emotional state, the emotional state of peers, on how the child can express his attitude towards them. Thanks to this, emotions are involved in the formation of social interactions and attachments.

Emotional vocabulary at school age is a means of expressing a personal subjective attitude to a particular situation, it can be a means of expressing a child's personal feelings, emotional experiences (for example: kindness, sadness, anger, rejoicing, winning, brave, kind, smart, cunning). It should be noted that the naming of emotions is the child's emotional awareness of himself. Possession of emotional vocabulary serves as a means of communication between children, the expression of their likes or dislikes.

In the process of studying literary sources, it was noticed that an important moment in the formation of the emotional vocabulary of a younger student is the appearance of personal memories. They reflect significant events in the child's life, his success in activities, relationships with adults and peers.

The main communication problems of younger schoolchildren are associated with their lack of understanding of the feelings and meaning of the behavior of other children, with inattention to the interests and values of those with whom they communicate, with self-doubt, fear of being denied communication, lack of the skill of expressing their sympathy. N.V. Kazyuk notes that children experience the main difficulty, first of all, at the stage of expressing emotions in a verbal sense.

With the accumulation and generalization of the experience of behavior, the experience of communication of the child with adults and peers, the development of emotional vocabulary is included in the development of personality. By this time, on the one hand, the child has already mastered the extensive vocabulary, the entire complex system of grammar and masters coherent speech to such an extent, and on the other hand, the semantic development and partially grammatical development of the child's speech remain far from complete.The child's understanding of the content side of words, denoting emotional states, is characterized by the not yet developed lexical and semantic structure of the word. Emotional development and emotional self-awareness of the child ensures the conscious mastery of the emotional vocabulary of the native language.

Thus, the analysis of literary sources allowed us to draw the following conclusions about the development of emotional vocabulary in primary school age:

Younger school age is a period of active assimilation of all structures of the native language and, at the same time, the emotional sphere is also brought to the rank of the leading foundations of the personality of a younger student, which influences all forms of manifestation of children's activity, especially speech activity.

In children of primary school age, the development of emotional vocabulary depends not only on the formation of speech functions, but also on the internal emotional state. Emotional development and emotional self-awareness of the child ensures the conscious mastery of the emotional-evaluative vocabulary of the native language.

1.4 Features of emotional-evaluative vocabulary in primary school children with intellectual disabilities

Mental retardation is not a separate disease or special condition, rather it is the general name for many deviations, different in nature and severity.

Mental retardation is a persistent impairment of cognitive activity resulting from organic damage to the brain.

Disorders of mental activity with mental retardation form the basis of the defect. The specificity of speech development in children with intellectual disabilities is determined by the characteristics of higher nervous activity and their mental development. Children with intellectual disabilities have underdevelopment of the higher forms of cognitive activity, concreteness and surface of thinking, delayed development of speech and its qualitative uniqueness, impaired verbal regulation of behavior, immaturity of the emotional and volitional sphere.

It is known that speech disorders in schoolchildren with intellectual disabilities are very common and have a persistent systemic character, i.e. such children suffer from speech as an integral functional system.

With mental retardation, all components of speech are violated: phonetic - phonemic side, vocabulary, grammatical structure. In children with intellectual disabilities, there is an immaturity of both impressive and expressive speech. In most cases, students in a special school have impairments in both speaking and writing.

The problem of the development of the lexical side of speech in mentally retarded children attracted the attention of many authors (V.G. Petrov, G.I. passive and active vocabulary.

Children find it difficult to form nouns and adjectives with

using diminutive - affectionate suffixes.

Thus, in children with intellectual disabilities, active speech can serve as a means of communication only in special conditions that require constant prompting in the form of questions, prompts, encouraging statements. In rare cases, they initiate communication, usually children speak little with their peers, do not accompany play situations with expanded speech structures. All this determines the insufficient communicative orientation of their speech.

These researchers also note that the peculiarities of the vocabulary of mentally retarded children include the poverty of the vocabulary, the inaccuracy of the use of words, the difficulty of updating the vocabulary, a more significant than normal prevalence of the passive vocabulary over the active one, as well as the lack of formation of the structure of the meaning of the word, the violation of the process of organizing semantic fields. The most important reasons for the poverty of the vocabulary are a low level of cognitive activity, limited ideas and knowledge about the world around them, unformed interests, reduced need for contacts, and weakness of verbal memory.

Analyzing the experiment carried out in the laboratory of the content and methods of teaching children with speech impairments IKP RAO, G.V. Chirkina and I.Yu. Kondratenko, aimed at studying the features of the development of the emotional vocabulary of children with intellectual disabilities, the following features can be noted:

Students with intellectual disabilities rarely use words for the signs of objects. They name the primary colors (red, blue, green), the size of objects (large, small), taste (sweet, bitter, tasty). Oppositions on the basis of long - short, thick - thin, high - low are almost never found in the speech of children;

When studying emotional vocabulary, it was found that the use of vocabulary reflecting the emotional state and assessments in oral speech of mentally retarded children is significantly lower than that of normally developing children.

Also, the peculiarities of the emotional-evaluative vocabulary of mentally retarded children include: the poverty of the vocabulary, the inaccuracy of the definition of words, the predominance of a passive vocabulary over an active one, difficulties in updating the vocabulary. In the children's vocabulary, words with a specific meaning predominate, since the assimilation of the emotional-evaluative meanings of words causes great difficulties. Children with mental retardation have extremely limited semantic concepts, insufficient linguistic abstractions and generalizations. It follows from this that speech in these children suffers as an integral system. Analysis of the speech therapy program of R.I. Lalaeva showed for mentally retarded children that one of the main tasks of corrective action is the practical assimilation of the lexical means of the language. At the same time, it should be noted that in this program for children with intellectual disabilities, the formation of emotional vocabulary occurs in fragments. Currently, there are no special "step-by-step" developments that allow gradually to form emotional vocabulary in children with intellectual disabilities, which in primary school age most accurately allows you to evaluate and express your experiences and feelings of other people, heroes of fairy tales, poems and stories.

Conclusions on I chapter .

Modern coverage of emotional vocabulary, as part of the lexical system, allows us to conclude that the problem of emotional vocabulary is discussed from different, often contradictory points of view, some of the issues remain polymorphic. From a linguistic position, it is customary to refer to the sphere of emotional-evaluative vocabulary: words that name feelings; words - assessments; words in which the emotional relationship to the named is expressed grammatically.

The most important condition and prerequisite for the formation of emotional-evaluative vocabulary in children is the emotional development of the child.Younger school age is a period of active assimilation of all structures of the native language and, at the same time, the emotional sphere at this age has a strong influence on all forms of manifestation of children's activity, especially on speech activity.

In the development of the emotional and evaluative vocabulary of students with intellectual disabilities, there is a distortion of both the internal semantic level and the language level. The assimilation of the emotional-evaluative meanings of words causes great difficulties. Currently, there is a need for special "step-by-step" developments that will gradually form emotional vocabulary in children with intellectual disabilities.

Chapter 2. Experimental research on the problem of the formation of emotional-evaluative vocabulary of primary schoolchildren with intellectual disabilities

2.1 Analysis, generalization of the results of experimental research and determination of the dynamics of the development of emotional-evaluative vocabulary in children with intellectual disabilities

A theoretical analysis of the literature on the problem of studying emotional vocabulary in children with intellectual disabilities suggests that its development as an integral part of the lexical system is provided by a complex of multistage processes of higher mental functions.

To solve the main research question, which consists in determining and developing pedagogical technologies for the formation of a system of lexical meanings reflecting emotional states and assessments of children with intellectual disabilities, we conducted

Specially organized training was carried out for six months on the basis of the ISS (C) OU, a special correctional boarding school of type 8. The experimental group (EG) consisted of 20 children at the age from 7 to 10 years old, having the conclusion of the psychological, medical and pedagogical commission (PMPK) about the presence of intellectual impairments in them and students in grades 1-4 of the correctional school of type 8. In teaching schoolchildren of the experimental group, special methods of work were used, developed in the study and aimed at the formation of emotional vocabulary. For the purpose of comparative analysis of the level of assimilation of the system of lexical meanings, reflecting emotional states and assessments, by children, we formed a control group (CG), which included 20 schoolchildren of 7-10 years of age, who study according to the generally accepted system of corrective speech therapy teaching in the same school. ...

The purpose of the experimental teaching was the formation of emotional vocabulary in junior schoolchildren with intellectual disabilities, based on the development of the intonational side of speech, paralinguistic means of communication, and the formation of verbal and non-verbal communication.

In accordance with this goal, a system of correctional work has been developed aimed at overcoming speech underdevelopment in children. Experimental teaching was carried out in frontal, subgroup and individual lessons.

Evaluation of the effectiveness of the training was carried out on the basis of comparative data of the ascertaining and final examination of the development of the lexical side of the speech of children in two groups: experimental and control.

A comparative analysis of the results was carried out using quantitative, qualitative data processing, showing the dynamics of the development of the emotional-evaluative vocabulary of schoolchildren with intellectual disabilities.

The effectiveness of the corrective action was assessed according to the following indicators:

The level of development of paralinguistic means of communication and the intonation side of speech.

The level and quality of the use of emotional vocabulary.

In order to consider the ability to use facial expressions, the same task was applied at the beginning and at the end of training, in which the child had to portray a joyful, sad, angry, frightened, surprised boy (girl) using facial expression. EG tasks are presented in Figure 1.

Modified methodology of M.M. Alekseeva, V.I. Yashina. to establish the coefficient of lexical diversity - the ratio of words used in the text once and the total number of words used

DFor the analysis of vocabulary, you can use the method of quantitative assessment, in particular, the establishment of the coefficient of lexical richness and diversity.
Children are invited to compose a story based on the picture. The lexical richness coefficient is calculated based on the count of words in the text, per unit of time. So, at the beginning of the year, the child used 22 words per minute, at the end - 30 words. This means that his vocabulary is increasing.
The coefficient of lexical diversity is measured through the ratio of words used in the text once, and the total number, the higher the coefficient of lexical diversity.
Using this technique, it is possible to establish the degree of diversity and richness of the vocabulary both for the same child in different periods, and for all children.

Appendix 4

The success of children using the means of facial expression when expressing emotions at the beginning of training and after training

Experimental group

F. and the subject

Joy

Sadness

Anger

Fright

Astonishment

early

after

teaching

early

after

teaching

early

after

teaching

early

after

teaching

early

after

teaching

Bukhratkin Andrey

Bolshakov Maxim

Weigant Glory

Galanov Sasha

Kolya Dubov

Zhabinsky Kostya

Zverev Dima

Karpov Vova

Kochkin Artem

Angela Koshkina

Lapshevtseva Alina

Makarov Kostya

Ochigawa Semyon

Popov Slava

Pentegova Christina

Ruslyaev Dima

Skomorokhov Igor

Tokarev Tolya

Fomenko Sergey

Yakovleva Irina

Total

Continuation of Appendix 4

Control group

F. and the subject

Joy

Sadness

Anger

Fright

Astonishment

early

after

teaching

early

after

teaching

early

after

teaching

early

after

teaching

early

after

teaching

Alekseeva Masha

Denis Butusov

Voitkevich Tolya

Glushkova Nastya

Gylka Tanya

Dunaev Sergey

Yezhov Artem

Zolnov Mikhail

Korotkov Anton

Kit Olga

Mazurov Kirill

Melnikov Andrey

Nagovitsyn Vadim

Potapov Maxim

Potapova Christina

Sinitsyn Alexey

Turysheva Alla

Uskov Oleg

Fedeles Marina

Tsybin Vasily

Total

Appendix 5

Comparative data of the study of the intonation side of children's speech in the transmission of emotional states

Experimental group

F. and the subject

Exercise 1

Assignment 2

early

after

teaching

after

teaching

after

teaching

Bukhratkin Andrey

Bolshakov Maxim

Weigant Glory

Galanov Sasha

Kolya Dubov

Zhabinsky Kostya

Zverev Dima

Karpov Vova

Kochkin Artem

Angela Koshkina

Lapshevtseva Alina

Makarov Kostya

Ochigawa Semyon

Popov Slava

Pentegova Christina

Ruslyaev Dima

Skomorokhov Igor

Tokarev Tolya

Fomenko Sergey

Yakovleva Irina

Total

Continuation of Appendix 5

Control group

F. and the subject

Exercise 1

Assignment 2

early

after

teaching

after

teaching

after

teaching

Alekseeva Masha

Denis Butusov

Voitkevich Tolya

Glushkova Nastya

Gylka Tanya

Dunaev Sergey

Yezhov Artem

Zolnov Mikhail

Korotkov Anton

Kit Olga

Mazurov Kirill

Melnikov Andrey

Nagovitsyn Vadim

Potapov Maxim

Potapova Christina

Sinitsyn Alexey

Turysheva Alla

Uskov Oleg

Fedeles Marina

Tsybin Vasily

Total

Appendix 7

(From the book of Minaeva, VM Development of schoolchildren's emotions. Classes. Games. [Text]: a guide for speech therapists / VM Minaeva. –M.: Arkti, 2000. – 48 p.)

Relaxation exercises to relieve tension from the muscles of the face.

“Smile"

Imagine that you see a beautiful sun in front of you in the picture, whose mouth spreads into a wide smile. Smile back to the sun and feel how the smile goes into your hands, reaches your palms. Do it again and try to smile wider. Your lips stretch, your cheek muscles tighten ... Breathe and smile ..., your hands and palms are filled with the smiling power of the sun (repeat 2-3 times).

“Sunny Bunny "

Imagine that a sunbeam looks into your eyes. Close them. He ran further across the face. Pat it gently with your palms: on the forehead, on the nose, on the mouth, on the cheeks, on the chin. Stroke gently so as not to frighten off, head, neck, tummy, arms, legs. He got behind the collar - stroke him there too. He is not a mischievous person - he catches and caresses you, and you stroke him and make friends with him (repeat 2-3 times).

“Bee"

Imagine a warm summer day. Substitute your face to the sun, your chin also tans (unclench your lips and teeth while inhaling). A bee is flying, going to sit on someone's tongue. Close your mouth tightly (holding your breath). Chasing the bee, you can vigorously move your lips. The bee flew away. Open your mouth slightly, exhale the air with relief (repeat 2-3 times).

“Butterfly"

Imagine a warm summer day. Your face tans, your nose tans too - put your nose to the sun, your mouth is half-open. A butterfly flies, chooses whose nose to sit on. Wrinkle your nose, raise your upper lip up, leave your mouth half-open (holding your breath). Driving away the butterfly, you can vigorously move your nose. The butterfly flew away. Relax the muscles of the lips and nose (as you exhale) (repeat 2-3 times).

“Swing"

Imagine a warm summer day. Your face tans, the gentle sun strokes you (facial muscles are relaxed). But then a butterfly flies and sits on your eyebrows. She wants to swing like on a swing. Let the butterfly swing on the swing. Move your eyebrows up and down. The butterfly flew away, and the sun warms up (relaxation of the facial muscles) (repeat 2-3 times).

Appendix 8

Games for the development of emotional and evaluative vocabulary

(From the book of S. Kryukova V. I am surprised, angry, afraid, bragging and happy. Programs for the emotional development of children of preschool and primary school age [Text] / S. V. Kryukova, N. P. Slobodyanik. - M .: Genesis, 1999. - 200 p.)

Collect your face " Children assemble a person's face from parts with different emotional states.

“A box of affectionate names " Children come up with affectionate names for their comrades. Come up with an affectionate name for themselves. The winner is the one who comes up with more affectionate names.

“Make Princess Nesmeyana laugh " One child is Princess Nesmeyana. All the other children come up in turn and try to make her laugh using a variety of techniques (except for physical ones - tickling). The winner is the one who manages to make the princess laugh.

“Guess the mood " Name the mood of each child (animal) shown in the picture and explain why you think so.

“What's your mood?" Children are invited to color the clown so that it is clear what his mood is.

“I will start and you continue ” When I'm in a good mood, I ... When I'm in a bad mood, I ... A good mood helps me ...

“Where we were we will not say what we did we will show ”,“ Mirror of movements ” Children are invited to depict without words (gestures and facial expressions) where they have been and what they did. The teacher sets the situation. One child or a subgroup of children pretends to act, the rest guess.

“Tales inside out " Puppet or table theater based on a famous fairy tale. The teacher invites the children to come up with a version of a fairy tale where the characters of the characters are changed (for example, the kolobok is evil, and the fox is kind), and with the help of a table theater, what can happen in such a fairy tale.

“Funny Poems " The child is invited to tell a poem by imagining that he is: an old man, a clown, a baby, a mouse, a bear, etc.

“I like it - I don’t like it ” The child is asked to say what he likes (does not like) mom, dad, friend, dog, cat, tree, etc.

“The rug of emotions " On the table is a cardboard rug with bright multicolored squares. All forty squares are numbered. In some there are (application) symbols of faces with different emotions You need to move your chip along the paths as quickly as possible By throwing a die in turn, the participants move forward as many squares as the die will show.

Appendix 9

The use of graphic diagrams and visual supports in the work on the formation of emotional-evaluative vocabulary

Features of the development of the lexical side of speech in primary schoolchildren with mild mental retardation

The article is devoted to the study of the formation of the lexical side of speech in younger schoolchildren with mild mental retardation, it offers a description of diagnostic techniques aimed at identifying developmental features, the internal picture of the defect in younger schoolchildren with mild mental retardation. A program of speech therapy classes is proposed, aimed at the formation of the lexical side of speech in younger schoolchildren with mild mental retardation.

Key words: mild mental retardation, lexical side of speech, vocabulary, dictionary.

Relevance.

The problem of the formation of the lexical side of speech is determined by the importance of communication in people's lives. The appearance of the first words in children, as well as the further development of the child's vocabulary, is an important indicator of the successful development of children. However, a completely different picture is observed with mental retardation. In children with mental retardation, the lexical side of speech lags behind in development from the very beginning, which indicates the need for timely study and methods of its formation. The relevance of the formation of the lexical side of speech in younger schoolchildren with mental retardation is determined by the creation of favorable conditions conducive to solving this problem. It is extremely important that the tasks of mastering the lexical side of speech are solved in unity with the tasks of the all-round development of children.

Subject of study - the process of forming the lexical side of speech of younger schoolchildren with mild mental retardation through didactic games.

Research objectives:

1. Analyze the psychological, pedagogical and speech therapy literature on the research topic.

2. To study the state of the lexical side of speech in younger schoolchildren with mild mental retardation.

3. To develop and test the content of a speech therapy program aimed at the formation of the lexical side of speech of younger schoolchildren with mild mental retardation through didactic games.

4. Analyze the effectiveness of speech therapy work.

Research methods:

1. Theoretical analysis of the literature on the research topic.

2. Psychodiagnostic method (methodology for examining the volume of the dictionary by IA Smirnova; methodology for examining the composition of the dictionary by I.A.

3. Experiment (ascertaining, shaping experiments, re-examination).

4. Methods of qualitative and quantitative data analysis, generalization.

Results of previous work of scientists

Currently, there are many studies, for example, A.I. Dmitrieva, A.K. Zikeeva, A.K. Aksenova, V.G. Petrova, R.I. Lalaeva and others, devoted to the formation of the lexical side of speech of children of primary school age with mental retardation. These studies are aimed, first of all, at identifying the main concepts of the theory of speech therapy work on the formation of a children's vocabulary. However, after analyzing the problem of the formation of the lexical side of speech of junior schoolchildren with mental retardation (V.V. Voronkova, G.M.Dulneva), it should be noted that today the system of speech therapy work with mentally retarded junior schoolchildren has not been sufficiently developed to form the lexical side of speech through game activity through didactic games.

Diagnostic techniques:

methodology for examining the volume of I.A. Smirnova; methodology for examining the composition of the dictionary by I.A. Smirnova; method for identifying the level of vocabulary formation in preschool children G.A. Volkova

Research base: the study was carried out on the basis of the MBOU "Soviet secondary school No. 1" in Sovetsky, Khanty-Mansi Autonomous Okrug-Yugra, Tyumen region. The total sample size was 8 children of primary school age diagnosed with mild mental retardation.

Results of the ascertaining experiment (generalized)

In the course of the experimental work, the study of the level of formation of the lexical side of speech in younger schoolchildren with mild mental retardation was carried out.

The obtained results of the ascertaining stage showed that in children of primary school age with mental retardation, a high level of formation of the lexical side of speech was not revealed in younger schoolchildren with mental retardation, the average level was 29%, the low level was 71%. In general, the lexical side of speech of this category of children is characterized by shortcomings in the vocabulary, the replacement of nouns and adjectives with pronouns, difficulties in choosing words that are close or opposite in meaning, and the lack of formation of the skills of the generalizing function of the word.

Brief description of the program, thematic plan

In order to carry out effective speech therapy work on the formation of the lexical side of speech in younger schoolchildren with mild mental retardation, it is necessary to develop a correctional and developmental program.

The speech therapy program is designed for children of primary school age with mild mental retardation, with low and medium levels of formation of the lexical side of speech.

This speech therapy work is built taking into account general didactic principles:

Educational teaching;

Consciousness, activity, visibility;

Availability and affordability;

Strength;

Individualization.

The basis of the speech therapy program is formed by the principles:

The principle of a systems approach;

The principle of an individually differentiated approach;

The principle of using intact mental processes and intact analyzer systems;

The principle of the activity approach.

The selection of lexical and necessary illustrative material is carried out taking into account the following principles:

1) semantic (the minimum dictionary includes words that denote various objects, their parts, actions, qualitative characteristics of objects; words that have a connection with the definition of temporal and spatial relations, for example: "close-far", "bottom-top", etc. etc.);

2) lexical and grammatical (the dictionary includes words of various parts of speech - nouns, adjectives, verbs, adverbs, prepositions - in a quantitative ratio typical for the vocabulary of older preschool children);

3) thematic, according to which, within certain categories of words, lexical material is grouped by topics ("Toys", "Clothes", "Dishes", "Vegetables and fruits", physical, professional actions; words that denote color, shape, size and other qualitative characteristics of objects).

Speech therapy program for formationthe lexical side of speech in junior schoolchildren with mental retardation

Test forms

IIstage - Correctional and developmental stage

Purpose: to promote the formation of skills to form words using suffixes.

Tasks:

To activate the vocabulary of nouns in younger schoolchildren with mild mental retardation;

Develop thinking, attention;

1. Organizational moment.

2. Didactic game "Say it kindly".

3. Didactic game "Find words with diminutive suffixes."

4. Didactic game "Clap your hands if you hear very large names."

5. Exercise "What is this?"

6. Telling the tale "Two Brothers" with a demonstration of pictures.

7. Summing up.

Object pictures depicting large and small objects, illustrations for the fairy tale "Two Brothers".

Purpose: to activate the children's vocabulary on the lexical topic "Furniture".

Tasks:

Expand and deepen the knowledge of children about the purpose of furniture;

Form the skill of forming words with diminutive suffixes;

Develop attention, thinking;

To cultivate a respect for furniture, respect for human labor.

1. Organizational moment.

2. Didactic game "What is needed for?"

3. Didactic ball game "One - many".

4. Didactic game "Name affectionately".

5. Drawing up a descriptive story about furniture.

6. Summing up.

Magnetic board, easel, pictures depicting pieces of furniture, plot pictures depicting furniture in everyday life, magnets, a ball.

Purpose: to promote the development of the vocabulary of children of primary school age with mild mental retardation.

Tasks:

Teach children to coordinate nouns with different parts of speech;

Develop thinking, perception, attention;

Foster interest in culture, respect folk traditions.

1. Organizational moment.

2. Riddles.

3. Didactic game "Object attributes".

4. Didactic game "What, what, what."

5. Exercise "What can you do?"

6. Exercise "Make a proposal."

7. Didactic game "Where we were, we will not say, but what we did, we will show."

8. Didactic game "Hide and Seek".

9. Exercise "Count to five".

10. Summing up.

Matryoshka toys, object pictures, magnetic board. Symbol cards: tag words; action words; words-objects; prepositions; punctuation marks.

Purpose: to promote the development of the verb dictionary in children of primary school age with mental retardation.

Tasks:

Form the skills of using verbs in speech;

Teach the formation of plural verbs from the singular;

Develop fine motor skills based on exercises in comparing and correlating objects, recognizing and distinguishing, reproducing actions;

To foster motivation for the development of the lexical side of speech.

1. Organizational moment.

2. Didactic game "Cut pictures".

3. Didactic game "Who is where?"

4. Work on a clean phrase.

5. Didactic game "Show and name".

6. Didactic game "Show the body part by meaning".

7. Exercise "Draw your palm."

8. Didactic game "And we already ...".

9. Exercise "Do it right."

10. Didactic game "Find the mistake".

11. Summing up.

Cut pictures, object pictures, ball, pencils, cards with assignments.

Purpose: to learn to use the present tense singular verbs.

Tasks:

Learn to use a verbal dictionary in speech;

Develop auditory attention and memory;

Increase motivation for remedial work.

1. Organizational moment.

2. Didactic game "Name in one word".

3. Didactic game "Guess what toys are doing".

4. Didactic game "Guess what the teacher is doing".

5. Dynamic pause.

6. Didactic game "Fantasies".

7. Didactic game "Who left?"

Toys (doll, hare, bear, dog, cat), tape recorder, musical accompaniment.

Purpose: to enrich passive and active vocabulary on the topic "Toys".

Tasks:

To activate the verbal dictionary of children;

Develop visual memory and attention;

Cultivate an interest in playing with objects.

1. Organizational moment.

2. Exercise "Name the toys on the table."

3. Didactic game "What is gone"

4. Didactic game "What has changed".

5. Didactic game "Blow the ball".

6. Didactic game "What does the Bunny do"

7. Summing up the results of the lesson.

Doll, hare, bear, cat, dummies of fruits and vegetables, pictures depicting the actions of a hare.

Purpose: to form lexical and grammatical categories using the example of relative adjectives.

Tasks:

To activate the subject vocabulary and the vocabulary of signs on the topic "products";

Practically assimilate relative adjectives in word formations;

Develop the ability to establish causal relationships;

Foster a culture of communication, respect for each other.

1. Organizational moment.

2. Didactic game "What happens."

3. Didactic game "Let's cook soup".

4. Didactic game "correlate the name of the jam with its label."

5. Didactic game "Sort peas and beans".

6. Didactic game "Cook"

7. Summing up the lesson

Multimedia presentation, massage balls, beans, peas, aprons, chef's hat.

Purpose: to promote the development of the lexical side of speech.

Tasks:

Activate the dictionary on the topic "Vegetables";

Teach children to reconcile an adjective with a noun in gender;

Develop fine motor skills, attention, memory;

Foster respect for each other.

1. Organizational moment.

2. Didactic game "If you hear the name, clap your hands."

3. Exercise "Rain".

4. Didactic game "Journey of vegetables".

5. Didactic game "What vegetable I have in mind"

6. Didactic game "Scouts".

7. Didactic game "Riddles".

8. Summing up the results of the lesson.

Real vegetables, vegetable dummies, pictures and symbols.

Purpose: to form the skills of using relative adjectives in speech.

Tasks:

To consolidate the formation of relative adjectives;

Improve the vocabulary on the topic;

Develop thinking, general and fine motor skills;

To foster cooperation, the ability to work in a group of children together.

1. Organizational moment.

2. Description of the painting "Autumn".

3. Didactic game "Name a leaf".

4. Didactic game "Divide the pictures".

5. Exercise "Decorate the leaf".

Painting "Autumn", ball, pictures "Berries", "Mushrooms", "leaves".

Purpose: to continue teaching children to form relative adjectives.

Tasks:

To acquaint children with the profession of "cook";

Exercise children to use relative adjectives in speech;

Foster respect for other people's work.

1. Organizational moment.

2. Didactic game "Tell me a word".

3. Didactic game "Breakfast"

4. Didactic game "Lunch"

5. Didactic game “Dinner.

6. Didactic game "Letter from Dunno".

7. Summing up.

Subject pictures: cook, jam, soup, porridge, juice, pie without

fillings, fruits.

Purpose: to teach children to form possessive adjectives.

Tasks:

To consolidate the skill of using possessive adjectives in speech;

Develop attention, memory;

Foster a love for animals.

1. Organizational moment.

2. Didactic game "The fourth extra".

3. Didactic game "Who is the most attentive".

4. Exercise "Whose body is this?"

5. Didactic game "Who's the first to guess"

6. Summing up the results of the lesson.

Pictures depicting animals, ball.

Purpose: to enrich the composition of the vocabulary of children using numbers.

Tasks:

To form in children the ability to correlate and coordinate in speech nouns with the numerals "one", "one";

Develop memory, speech;

To foster collectivism in work.

1. Organizational moment.

3. Didactic game "Walk"

4. Didactic game "Squirrel"

5. Exercise to reconcile numbers with nouns.

6. Didactic game "Name not be mistaken"

7. Didactic game "Let's fix Dunno mistakes"

8. Didactic game "Who will name the most animals"

Magnetic board, toys, cube and pyramid, signal symbols, big white bear.

The goal is to learn to distinguish between the prepositions "in" - "on" in a sentence.

Tasks:

Exercise children in making sentences with prepositions;

To form in children the ability to correctly use prepositions with nouns in the prepositional case;

Develop thinking, attention, cognitive activity;

Develop and enrich vocabulary;

Raise interest in speech therapy.

1. Organizational moment.

2. Articulatory gymnastics.

3. Work on understanding prepositions.

4. Didactic game "Find a pretext".

5. Summing up the results of the lesson.

Geometric shapes for constructing a rook, pictures with the meaning of prepositions, preposition schemes.

The goal is to learn to distinguish the prepositions "from" - "s" in a sentence.

Tasks:

To acquaint children with the meaning of the preposition "from";

To form in children the ability to distinguish the preposition "from" from the preposition "s";

Develop attention, thinking, memory;

To foster mutual understanding and teamwork in work.

1. Organizational moment.

2. Didactic game "Enchanted figures"

3. Work on the plot picture.

4. Acquaintance with the meaning of the preposition "from";

5. Didactic game "Answer Dunno's questions";

6. Didactic game "Dunno Riddles";

7. Didactic game "Chamomile".

8. Differentiation of prepositions "from" "s";

9. Didactic game "Help Dunno";

10. Summing up.

Geometric shapes, pictures with the meaning of prepositions, chamomile, ball.

The goal is to teach children to distinguish between the meaning of the prepositions "on" and "under" and to use them correctly in speech.

Tasks:

Formation of skills to make sentences using the prepositions "on" and "under";

Development of auditory attention and memory;

Developing the skills of cooperation, interaction.

1. Organizational moment.

2. Exercise "Make a phrase with the prepositions" on "and" under ".

3. Drawing up sentences with prepositions for reference pictures.

4. Didactic game "Insert a preposition".

5. Summing up.

Preposition schemes, subject pictures, plot pictures, 2 cars - blue and green.

The goal is to form a dictionary of synonyms in children.

Tasks:

To teach children to select words that are close in meaning to words-synonyms;

Develop the lexical structure of speech;

Raise interest in speech therapy.

1. Organizational moment.

2. Acquaintance with the concept of "synonyms".

3. Didactic game "Choose a synonym for the word."

4. Selection of synonyms for phrases.

5. Didactic game "Replace repeating words with synonyms."

6. Summing up.

Presentation

The goal is to form the lexical side of speech.

Tasks:

Refine and activate the dictionary on the topic "Wild animals";

Development of vocabulary by synonyms;

Education of kindness, responsiveness.

1. Organizational moment.

2. Didactic game "Tell me which one".

3. Didactic game "Say a word".

4. Didactic game "Who was who."

5. Didactic game "I will start and you will continue."

6. Exercises with synonyms.

7. Didactic game "Say it differently".

8. Didactic game "Who knows another word",

9. Summing up the results of the lesson.

Pictures on the theme "Wild animals", illustrations for the fairy tale "Zayushkin's hut".

Tasks:

To acquaint children with new words - antonyms;

Teach children to choose antonyms for words;

Develop and enrich the vocabulary;

To cultivate self-control, diligence.

1. Organizational moment.

2. Didactic game "Word chain".

3. Acquaintance with the concept of "antonyms".

4. Didactic game "Say the opposite".

5. Exercise "pick the opposite word".

6. Lotto game.

7. Didactic game "Assign into groups".

8. Summing up.

Pictures depicting clowns, cards with antonymic words, a poster with proverbs, cards with synonyms and antonyms.

The goal is to improve the skills of correct selection and use of antonymic words in speech.

Tasks:

Expand and activate vocabulary;

Develop visual and auditory attention, thinking;

Raise interest in speech therapy.

1. Organizational moment.

2. Didactic game "Pick up antonyms".

3. Riddles.

4. Didactic game "Plus - minus".

5. Filling in the crossword puzzle.

6. Didactic puzzle game "Find a Pair".

7. Didactic game "On the contrary".

8. Summing up.

Subject and plot pictures, puzzles of the didactic game "Opposites", a crossword puzzle.

The goal is to form the lexical side of speech in children.

Tasks:

Contribute to the expansion of vocabulary, quantitative growth of the vocabulary through the assimilation of new words and their meanings;

Development of coherent speech, logical thinking;

Education of a culture of speech, accuracy in work.

1. Organizational moment.

2. Articulatory gymnastics.

3. Didactic game "Say the opposite".

4. Riddles.

5. Exercise "Find opposite words in proverbs."

6. Didactic game "Pick an antonym".

7. Summing up.

A series of plot pictures "Seasons", ball, mirror.

Purpose: to contribute to the enrichment and activation of the vocabulary of children by using antonyms in their own speech.

Tasks:

Teach children to select antonyms for different parts of speech;

Develop visual and auditory perception, memory, attention;

To educate students to use antonyms.

1. Organizational moment.

2. Presentation "Unusual Trees".

3. Didactic game "Choose antonyms for adjectives."

4. Didactic game "Plus-minus".

5. Selection of antonyms for polysemantic words.

6. Didactic game “Finish sentences”.

7. Didactic game "Find antonyms in a proverb".

8. Didactic game "Yes, no".

9. Summing up.

Signal cards with signs "+" and "-", forms with proverbs for individual work, signal cards for the game "yes - no".

Purpose: to contribute to the formation of a generalizing concept of "tools".

Tasks:

To deepen the knowledge of children about tools, their purpose;

To teach to define a generalizing concept based on common features;

Develop memory, attention, vocabulary;

To cultivate a respect for tools, to follow the rules for handling them.

1. Organizational moment.

2. Riddles about tools.

3. Conversation about the similarities and differences between tools.

4. Didactic game "Who needs what."

5. Didactic ball game "Name it affectionately".

6. Summing up.

Illustrations with pictures depicting tools.

Purpose: to promote the formation of generalizing concepts in children of primary school age with mild mental retardation.

Tasks:

Teach children to find properties and differences in objects;

To develop the skills to group and combine objects according to similar essential characteristics into a single generic concept;

Clarify and activate the active dictionary on the topic "dishes";

Develop observation, visual attention, memory and auditory thinking;

To cultivate a careful and caring attitude towards the surrounding objects.

1. Organizational moment.

2. A story about dishes.

3. Didactic game "What is superfluous here?"

4. Conversation "The family is preparing to drink tea."

5. Didactic game "Help the artist finish the drawings."

Pictures depicting dishes, doll, colored pencils, paper A-4.

IIIstage - a block for assessing the effectiveness of classes

Studying the state of the lexical side of speech in junior schoolchildren with mental retardation

1. Methodology for examining the volume of the dictionary by I.А. Smirnova.

2. Methodology for examining the composition of the dictionary of I.А. Smirnova.

3. Methods for identifying the level of vocabulary formation by G.А. Volkova

Test forms

Illustrations for carrying out a series of tasks.

Results of repeated diagnostic examination

To test the effectiveness of the speech therapy program implemented by us on the formation of the lexical side of speech in younger schoolchildren with mild mental retardation through didactic games, a repeated experiment was carried out.

The predominant level of formation of the lexical side of speech among younger schoolchildren with mild mental retardation at the second stage is the average level, which was 54%, in second place are children with a low level - 46%, children with a high level of the lexical side of speech are not observed.

Comparing the results of the level of formation of the lexical side of speech in younger schoolchildren with mild mental retardation at the ascertaining and repeated stages of the experiment, we found that

the average level of formation of the lexical side of speech increased by 25% due to a decrease in the number of children with a low level.

In the course of the theoretical analysis of psychological and pedagogical literature on the research problem, the following conclusions:

The lexical side of speech is an integral part of the imagery, since work on the semantic side of the word allows the child to use an exact and expressive word or phrase in accordance with the context of the statement.

The lexical side of speech includes the following components: the volume of the vocabulary, the composition of the vocabulary, awareness of the semantic side of the word.

The development of the lexical side of speech in ontogenesis is associated with the development of thinking and other mental processes, occurs at a certain time, depends on the development of all components of speech, and is also conditioned by children's ideas about the surrounding reality.

Mental retardation is a congenital or acquired at an early age delay, or incomplete development of the psyche, which is manifested by a violation of the intellect, caused by a pathology of the brain and leading to social maladjustment.

Children of primary school age with mild mental retardation are characterized by:

Violation of generalization, as well as the narrowness of the volume of perception;

Reduced activity of thought processes and a weak regulatory role of thinking;

Memory processes are not well formed;

Low stability, difficulty in distributing attention, delayed switching of attention;

Violation of the emotional-volitional sphere;

Underdevelopment of speech, including the lack of formation of the lexical side of speech.

The main features of the organization of speech therapy work on

the formation of the lexical side of speech in mentally retarded primary schoolchildren are

1) reliance on the principles of speech therapy work: the principle of consistency, complexity, development, activity principle, ontogenetic principle, etiopathogenetic principle, didactic principles;

2) the use of didactic games;

3) consistent, stage-by-stage work on the development of the lexical side of speech;

4) work on word formation of nouns;

5) organization of work on the proposal.

Study of lexical fields in mentally retarded. Features of the emotional state of primary schoolchildren with mild mental retardation. Methods for researching the vocabulary of children

2.1 Features of the emotional development of mentally retarded children

Send your good work in the knowledge base is simple. Use the form below

Conclusion

Bibliography

Applications

Introduction

Similar documents

Introduction

Chapter I. Theoretical foundations of the study of emotional-evaluative vocabulary of primary school children with intellectual disabilities

1.2. The state of the problem of the formation of emotional-evaluative vocabulary of children with developmental disabilities in the light of modern research

1.3. Development of emotional and evaluative vocabulary in primary school children

Chapter 2. Experimental research on the problem of the formation of emotional-evaluative vocabulary of primary schoolchildren with intellectual disabilities