Features of the socialization of children with disabilities. Report "creating conditions for the development of the personality of students with disabilities"

Development of the personality of children with disabilities (I.N.)
IN early childhood the child develops the prerequisites for the development of personality. At preschool age, under the influence of adults, the assimilation of moral norms takes place, the subordination of one's actions to the learned moral and ethical norms, the formation of correct behavior in a team, self-awareness, self-esteem, self-control appear, the emotional and volitional sphere develops, motivation for activity is formed.

At preschool age, a normally developing child not only learns the basic moral norms, but also learns to act in accordance with them, he develops moral habits that regulate his behavior in a team. The assimilation of moral norms and the development of moral habits occur in different types of activity. A special role is played by the game - the first type of collective activity of the child.

The child's idea of ​​himself, of his "I" changes significantly: he begins to more correctly imagine his capabilities, to understand how those around him relate to him, what causes this attitude. Changes in self-consciousness are most clearly manifested in self-esteem, i.e. that the child begins to evaluate his achievements and failures, to listen to how others evaluate his behavior. He develops an adequate reaction to censure and approval, based on the correct self-esteem.

The older the child becomes, the greater his need for communication, in the assessment of others associated with the life of society, with its moral and moral standards. By the senior preschool age, the child already largely masters these norms, he accumulates social experience, feelings such as shame (if the act does not correspond to the norms of behavior) and pride (if the act corresponds to the norms of behavior, especially if it is associated with overcoming certain difficulties) appear. or obstacles). He begins to especially need empathy, mutual understanding from adults and peers, in their assessment. At the same time, he himself evaluates their actions, personal qualities. At this age, evaluation is experienced very acutely. A very special role is played by communication with other children, entry into the children's team. Here they learn to correlate their actions with the actions of their comrades, to take into account not only their own, but also the desires of others, to evaluate the actions of both their peers and their own, to see themselves through the eyes of others.

During this period, the very activity of the child, its content and motives that prompt him to activity, change significantly. The motives of activity become more conscious, more permanent. The child is no longer prompted to activity by an instant impression of some object or a sudden desire, but by a genuine interest in the object itself, in the action that can be performed with it, in activity as a whole. Gradually everything greater place real cognitive interests begin to occupy among the motives. Along with this, social motives arise that regulate the behavior of the child. He begins to act in accordance with the requirements of society, strives to fulfill his duties: dress quickly, exercise daily, put away toys, etc.

A large place is occupied in preschool age by motives associated with the increased interest of children in the world of adults, with their desire to act like an adult. Another group of motives that stand out among preschoolers is play.

The behavior of preschool children is strongly influenced by the motives associated with the desire for contacts with adults and peers, and at the same time the motives of pride, self-affirmation. The latter can lead to negative manifestations of personality - whims, stubbornness.

At preschool age, the emotional-volitional sphere is also intensively formed. The child begins to control his behavior arbitrarily. This is due to both biological and social change occurring in preschool age. It is at this age that the child develops inhibitory processes that allow him to voluntarily control his reactions. At the same time, there is a need for arbitrary control of behavior in connection with the assimilation of moral and ethical standards and a new attitude to the assessment of others, the need to correlate their actions with the actions of comrades in the children's team, with the desire to fulfill the requirements of society.

Children normally have the opportunity to overcome feasible difficulties, their behavior becomes purposeful, they strive and can bring the work they have started to the end, even if it turns out to be difficult. In an effort to get the desired result in activities, a preschooler can work for a long time and purposefully.

The possibility of subordinating motives appears - the child of the eldest preschool age can suppress immediate desires, he is dominated by deliberate actions over impulsive ones. Momentary desires can be overcome not only for the sake of reward, encouragement, or under fear of censure, but also for motives of a higher content. The subordination of motives is one of the most important new formations in the development of the personality of preschoolers.

Of great importance for the formation of purposeful actions, for the organization of activities as a whole, is the regulatory role of speech.

A child with disabilities in early childhood does not develop those prerequisites for personality development that ensure the formation of personality in a normally developing preschooler. Such prerequisites only begin to emerge in preschool age. Naturally, the personality of a child with disabilities is formed with large deviations both in the timing and pace of development, and in content. There is a different ratio of different sides personal development child.

By the beginning of preschool age, when self-consciousness begins to develop in children on the basis of a crisis of 3 years, volitional manifestations appear, personal manifestations do not appear in children with intellectual disabilities. Their behavior, as a rule, turns out to be involuntary, "field".

Although the child tries to be guided by an adult, he cannot learn the norms of behavior and understand their meaning in the course of communication. Such assimilation is not, since by the beginning of preschool age he has practically no activity. At the same time, after 4 years, when children with intellectual disabilities begin to develop an interest in the environment, actions with objects are formed, a desire to obey an adult appears, one can observe the emergence of the first manifestations of self-awareness in them, a separation of one’s “I”, which finds expression in negative reactions to remarks, censures, to failure. Systematic experiences of failure lead to the formation of pathological personality traits - to the rejection of any activity, passivity, isolation or fawning. They develop obsequiousness, negativism, bitterness.

In a completely different way than in the norm, children with disabilities develop communication both with an adult and with a group of peers. The lack of means of communication, speech and non-verbal, misunderstanding of the situation displayed in the game, lead to the fact that children with intellectual disabilities in most cases turn out to be outcasts in the yard, in general education. preschool. The desire to assert itself in such a situation, characteristic of preschool children, acquires pathological forms - children become aggressive. Such behavior can also represent peculiar, distorted forms of communication.

In the elementary activities of untrained children with disabilities, only the most primitive motives are observed - interest in appearance toys, obedience to the demand of an adult, in rare cases - interest in the process of activity. Cognitive motives are reduced. At the same time, social motives are more formed. A child with disabilities lives in a certain social environment, in a world where every object is created by a person and has its own functional purpose, and hence a socially developed way of using it. The child is forced to use these objects, is forced to one way or another to satisfy the requirements of society in relation to behavior, communication, etc. Under the influence of the requirements of others in preschool age, self-service skills and proper behavior in public places begin to form. How a child reacts to these demands depends on the conditions of upbringing. In those cases when adults follow the line of least resistance - they dress, feed the child, fulfill his whims on the street, in transport, at a party, so as not to cause a negative reaction from others, the child, in addition to the difficulties caused by the violation, acquires undesirable layers in character - he does not feel the demands of society at all, becomes a despot and an incorrigible egoist, a complete dependent, first for the family, and then for society. In the same place where children with disabilities are subject to certain requirements, by about 4-5 years there is a focus on the assimilation of social experience, a desire to fulfill social requirements.

Children with disabilities feel their mistakes and failures and do not remain indifferent to them. In many cases, they relive their mistakes, they may have unwanted reactions to failure. Very common in children are adaptations to the requirements that others place on them. These devices are not always adequate. They have a "dead end imitation" - an echolalic repetition of gestures and words without understanding and meaning.

Significant changes in the nature of motives in children with disabilities without purposeful corrective work are not observed until the end of preschool age.

Outside of training, there are no significant changes in the state of the emotional-volitional sphere. They have difficulties in regulating behavior, there is no need for arbitrary control of behavior. In their actions, children turn out to be unfocused, they have no desire to overcome even feasible difficulties. Unlike normal children, children with intellectual disabilities cannot always appreciate the difficulty of a new task that is not encountered in their experience, and therefore do not refuse to perform new activities. But, if they are given a task that they have already tried to complete and failed at the same time, they often refuse to act, do not strive to complete what they have begun, abandoning it at the slightest difficulty.

In children with disabilities, there is also no subordination of motives; impulsive actions, momentary desires are the predominant motives of their behavior. Along with

with this, the speech of an adult can organize the activities of a preschooler with intellectual disabilities,

direct it, regulate the process of activity and behavior of the child.

Thus, we found that the mental development of a child with disabilities without remedial education proceeds with large deviations. First of all, a slow pace of development is noted: all mental processes are formed very slowly and in much more time. late dates than in children with normal development. Lack of activity is noted in the entire sphere of the child's life. This is reflected both in relation to the objective activity surrounding the child, to the phenomena of the surrounding world, and to social phenomena - a passive attitude towards one's peers, surrounding adults, and even in relation to oneself.

By the end of preschool age, in children with disabilities, the activity inherent in preschoolers in the norm is unformed: subject, game, visual; cognitive processes: perception, memory, thinking; speech is poorly developed; there is a significant underdevelopment of motor skills. Along with the lag in development, qualitative deviations can be traced. However, most deviations are secondary. The accumulation of these abnormalities begins at an early age and hinders further development. This is one of the reasons for the extreme heterogeneity of developmental indicators in different children - individual differences in preschool children with intellectual disabilities are much more pronounced than in normal children.

йцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъфывапролджэячсмитьбюйцукенгшщзхъ chsmitbyutsukengshschzhfyvaproljeyachs ukengshschzhfyvaproljeyachs

Social adaptation of children with disabilities is one of the most actual problems modern, Russian special (correctional) school.

In the main directions of the state social policy to improve the situation of children in the Russian Federation, the main goal is to ensure the socialization of children and successful integration into society.

The problem of adaptation of children with disabilities is one of the most acute today.

It is necessary to adapt such children to life in society, so that when they become adults, they can independently serve themselves, perform labor operations, and comply with generally accepted rules and norms of behavior.

In children with intellectual insufficiency, the process of personality formation is complicated, first of all, by the fact that they do not know how to generalize and use the experience accumulated by society. L. S. Vygotsky called this phenomenon “social dislocation”, meaning that it is difficult for such children to assimilate the existing social and cultural experience. L. S. Vygotsky saw the main task for solving this problem in “setting” the child into the environment, helping him to join the life of society, to know his place in it.

No less important is another problem - the process of forming a set of principles, views, beliefs that determine the direction of personality development and its attitude to reality. It should be remembered that it is difficult for children with disabilities to master the experience of existence in the world around them in its entirety, the diversity of all connections in the natural world and human society. Every effort should be made to help children with this diagnosis adjust to life. L. S. Vygotsky recommended looking for "workaround" ways to resolve this issue.

In a correctional school, it is impossible to demand adequate “self-development” from a child with intellectual disability, and they need “special” conditions for education and upbringing.

New quality level which is currently being released special school, determined the need to develop new and generalize the existing theoretical provisions of oligophrenopedagogy as a science about the upbringing and education of mentally retarded children.

In Russian psychology (L. Vygotsky, A. Leontiev), the personality acts both as an active subject and as a “product” of activity and interpersonal relationships that are internalized in the process community development individual.

Personality is a systemic quality of an individual. In other words, all kinds of personality traits that have arisen directly or indirectly, as a result of the fact that a person lives in human society, are related to personality.

Personality is characterized (A.Leontiev)

activity;

Orientation - a stable dominant system of motives (interests, ideals, tastes, etc.) in which human needs manifest themselves;

Values, attitudes, beliefs, worldview;

Self-consciousness (this is the I-concept) is a system of self-representation.

Consider the above forms of personality orientation. Relationships, the moral qualities of the individual, and various needs are manifested in them. This substructure is formed through education. Personality develops in the process of activity and communication with other people. The driving forces and direction of development are determined by the joint activity of the child with the adult. Personal neoformation is formed only under the influence of various and numerous forms of human activity.

The condition for the normal growth of a child into civilization is the unity of two plans of development - natural (biological) and social (cultural). Thus, a delay or deviation in the formation of a personal level of development may be due to

as violations of the psychophysical organization of the child's body, and

deviations, in the words of Vygotsky, in the proper cultural development of the child. The main negative consequence of the pathological level of personal development is the presence of pronounced difficulties in socio-psychological adaptation.

The development of the personality of a mentally retarded child occurs according to the same laws as the development of normally developing children. At the same time, due to intellectual inferiority, it occurs in peculiar conditions.

All aspects of the personal sphere in children with intellectual disabilities are formed slowly and with large deviations. Children are characterized by a pronounced lag in the development of emotions, instability of feelings, limitation of the range of experiences, the extreme nature of the manifestation of fun, joy, and grief. The manifestation of emotions does not depend on the child's belonging to a particular clinical form.

The motivators of the child's behavior and one of the significant criteria for the social activity of the individual are his interests.

Motivational-need the sphere of schoolchildren with intellectual disabilities is unstable. Their interests are closely related to the amusement of their activities. Little intense, shallow, situational, unstable. Many researchers note that a characteristic feature of a child with intellectual disability is his lack of interest in learning.

Particular attention should be paid to the “features of the activity”. With all the variety of activities in each of them, structural units can be distinguished:

motives- everything that induces a person to actions and various activities; goals, the predicted results to which the activity is directed, means that include both external material actions and internal ones, carried out in terms of the image with the help of various mental processes, and which are an indicator of the level of development of the latter. General mental underdevelopment with intellectual insufficiency determines the qualitative originality of goals, motives and means of activity.

In the complex structure of the emerging personality of the child, a significant place is occupied by the motivational-need sphere. The concept of motives usually refers to everything that induces a person to actions and various activities. Schoolchildren, especially younger ones, cannot always subordinate their actions to the goal set for them. There are violations of purposefulness of activity, manifested in the wrong orientation in the task. When completing a task, children are usually guided by close motives aimed at the implementation of individual operations and actions, and not the task as a whole, which does not contribute to the achievement of distant goals. For children with intellectual disability, especially those studying in the lower grades, the immaturity of the motivational-need sphere, the weak severity and short duration of motives for activity, and the insufficiency of social needs are characteristic. This is revealed, in particular, in the extreme laconicism of the children's stories on the proposed topic, the necessary information on which they have. The task set by the teacher evokes a certain motive of activity in schoolchildren, which encourages them to express themselves. But this motive is unstable, quickly exhausted, which leads to the termination of the story. The activities of younger students largely depend on the situation around them. Children are often impulsive, weakly regulate their behavior. The success of training and education is largely ensured by the creation of sustainable motivation, which is adequate to the goal.

In high school students, the motives of activity, especially those that have a practical basis, are characterized by significant stability. Consciousness of the social significance of the work performed is an extremely important motive that encourages students with intellectual disabilities to be active.

The formation of the personality of a child with intellectual disability is directly related to the formation of his correct awareness of his social status, self-esteem and level of claims. critical role play the relationship of the child with others, his own activities, as well as biological features.

Features of the formation of interpersonal relationships in children with intellectual disabilities .

Interpersonal relationships mean : subjectively experienced relationships between people, manifested in the nature and methods of mutual influences exerted by people on each other in the process of joint activity and communication.

Human personality is a product of socio-historical development. It is formed in the process of diverse interactions with the environment. Due to intellectual inferiority, the personality of a child with intellectual deficiency goes through its formation in peculiar conditions, which is revealed in various aspects.

Children with intellectual insufficiency due to their inherent underdevelopment of thinking, the weakness of mastering general concepts and patterns relatively late begin to understand the issues of social structure, the concepts of morality and morality. Their ideas about what is good and what is bad are rather superficial. They learn the rules of our morality from teachers, from parents, from books, but they cannot always act in accordance with these norms or use them in a familiar concrete situation, based on reasoning. Therefore, it happens that children with intellectual insufficiency due to ignorance or due to the instability of moral concepts due to suggestibility succumb to bad influences and commit wrong actions.

The general emotional impoverishment of most children with intellectual disabilities determines a significant decrease in the emotional response to adult communication. Children with intellectual disabilities without special training do not develop speech activity, verbal types of communication with others do not add up, objective activity does not develop. Possessing a sufficiently large vocabulary for constructing statements in order to establish communication with others, children with underdevelopment of the intellect are actually deprived of the possibility of verbal communication, because learned speech means are not designed to meet the need for communication. This creates additional difficulties for establishing interpersonal relationships. Children of primary school age with intellectual disabilities are characterized by inadequate self-esteem. They do not have the right ideas about their capabilities, they are not able to critically evaluate their actions and deeds. These children either overestimate their abilities, their moral qualities, or, on the contrary, underestimate them. Exceptionally significant for a child in this age period is the adult assessment of his actions, actions, personality traits. If an adult's assessment of a child's abilities, his actions is most often positive without sufficient grounds, then he develops an overestimated self-esteem. In the case when the child's actions are evaluated mainly negatively, cause irritation, dissatisfaction with others, a student with intellectual disability develops an unjustifiably low self-esteem. Younger students with intellectual disabilities, due to the fact that they do not correctly assess their capabilities, are characterized by a high level of claims. This is especially evident in relation to schoolchildren's plans for the upcoming labor activity, choice of profession (“I will be a pilot, cosmonaut, teacher”, etc.). With age, the self-esteem of schoolchildren with intellectual disabilities becomes more adequate, the emergence of such personal qualities as the ability to evaluate themselves, the results of their activities is noted. Schoolchildren with intellectual disabilities with poor academic performance very often overestimate their abilities, showing overestimated self-esteem and an inadequate level of claims in the field of interpersonal relations.

High school students have a higher level of self-awareness. Adolescents with intellectual disabilities adequately assess their progress in learning activities. As they grow older and expand their social experience, many high school students with intellectual disabilities become more aware of their own defect.

In schoolchildren with intellectual insufficiency, volitional processes are significantly affected.. The shortcomings in the development of the will are largely associated with rigidity, inertness of the attitude, which undoubtedly makes it difficult to carry out activities that require switching attention. Many elementary school students are extremely lack of initiative, they cannot independently manage their activities, subordinate them to a specific goal; they cannot always focus their efforts on overcoming even minor obstacles that arise in the course of any activity (educational, labor, play). They are characterized by direct, impulsive reactions to external impressions, rash actions and deeds, inability to resist the will of another person. By the senior years of study, there are noticeable shifts in the development of volitional processes in children with intellectual disabilities. They have significant shifts in the development of intentional (voluntary) mental processes: the volume of attention, its stability, and distribution increase; increases the amount of memory, the productivity of mnemonic activity, etc.

The development of volitional activity contributes to the mental and speech development of students with intellectual disabilities. And at the same time, the development of cognitive activity stimulates the development of the will. One of the essential conditions for the development of volitional qualities in schoolchildren with intellectual disabilities is a conscious, purposeful, consistent play, labor, educational activity, which should be carried out under the guidance of adults.

So, Let us single out the age patterns of the development of interpersonal relations in childhood.

At primary school age, this: gradual change of functional-role relations to emotional-evaluative ones. This is the implementation of the correction of the peer's behavior in accordance with the accepted norms of joint activity. The formation of mutual assessments is influenced by educational activities and teacher assessment; the dominant grounds for assessing each other are role-playing rather than personal characteristics of a peer.

For children of senior school age, gradual change of emotional-evaluative relations to personal-semantic ones. The motive of one child acquires personal meaning for other peers; the formation of mutual assessments is due to personal, moral characteristics; the moral and volitional qualities of a partner become the most important basis for preferences in establishing interpersonal relationships. The norms, forms and stereotypes of regulation of interpersonal relations do not depend on adults; relationships with peers become more selective and stable; state of the art interpersonal relationships determines the specifics of individualization processes.

Peculiarities mental development and activities , typical for children of senior school age with intellectual insufficiency, age-related manifestations associated with the cerebral-endocrine restructuring of the child's body, especially in adolescence, significantly complicate the assimilation of moral concepts by students, the development and establishment of morally acceptable relationships. IN adverse conditions students with intellectual disabilities have behavioral difficulties of a different nature. Misunderstanding of the norms of behavior, inadequate correlation of these norms with certain life situations can lead to difficulties in behavior, to violations of legal norms by schoolchildren with intellectual disabilities. This is especially clearly manifested in psychopathic adolescents, who are characterized by such personal qualities as naivety, lack of formation of motives for behavior, and a discrepancy between the nature of actions and the reason that causes them. The period of age crises also contributes to the strengthening of the negative influences of a social nature with the subsequent occurrence at schoolchildren of behavioral deviations of a neurotic or psychopathic type, which, in an unfavorable environment, can also lead to deviations in asocial behavior (alcoholism, theft, etc. Mental decompensation in adolescents with intellectual insufficiency with subsequent behavioral disorders of a neurotic type manifests itself in a painful experience of a sense of self intellectual inferiority.There is disbelief in one's abilities, an exaggerated experience of one's failures.During oral answers, control works there is a state of fear, confusion. The main driving motive for the behavior of these adolescents is pleasure. From tasks that require even minor efforts, they refuse; in the classroom they are talkative, disinhibited, distracted; in any kind of activity impulsive, impatient and jaded. Due to their increased suggestibility, they are often involved in conflicts and become a tool for committing offenses or crimes; easily, despite their cowardice, follow the lead of more active disorganizers. Immature forms of self-affirmation are manifested in such adolescents in boasting, primitive fictions. The predominance of affective excitability and motor disinhibition manifests itself in most children in extreme irritability and a tendency to aggressive discharges. On an insignificant occasion, for example, they can throw a book or notebook at a teacher, a friend, tear a textbook, start a fight, swear obscenely. Characteristically, the affective reaction of these children is far from being adequate to the reason that caused it. Intellectual insufficiency is often contrasted with the peculiar maturity of interests, their one-sided worldly orientation, dreams of marriage, family, good work. Often, affective excitability is provoked by heightened self-esteem, intolerance to criticism, protest, negativism in relation to the authority of adults.

The problem of shaping the personality of a child with intellectual disability is one of the least developed. Acquaintance with the psychology of a child with intellectual disability makes it possible to see the way, following which, the educator will be able to have a direct and indirect impact on the emotional sphere in order to develop it, correct existing shortcomings.

The formation of the personality of a mentally retarded child is directly related to the formation in him of a correct awareness of his social status, with self-esteem and the level of claims. The most important role is played by the relationship of the child with others, his own activities, as well as biological characteristics.

Thus, skills, abilities, abilities, character traits, etc. are not inherited, but are added up, formed in ontogenesis. A. N. Leontiev, P. Ya Galperin, N. F. Talyzina consider this process of formation of the psyche in ontogenesis as a special “social inheritance” (cited by Rubinshtein S. Ya., 1999).

Knowledge of the laws of the genesis of the psyche in the norm makes it possible to better understand the peculiarities of the mental development of a mentally retarded child, in the influence that damage or underdevelopment of the brain has on the course of mental development.

Among the main patterns should be attributed the dependence of the development of the child's psyche on his training and education by adults. It is adults, using the expression of L. I. Bozhovich (1979), “introduce the child into the world of reality”, and this, of course, applies to both a healthy and a sick child with an inferior nervous system.

Thus, whatever the cause of the child's intellectual deficiency, no matter how severe the disease of his nervous system (even if the disease progresses), development occurs along with decay. Also, it must be taken into account that with different lesions of the nervous system, development occurs in different ways.

The development of the personality of children with mental deficiencies, their upbringing positive traits character is one of the leading directions in work with children with disabilities. The solution to this problem ensures the preparation of pupils for successful social adaptation in modern society.

Literature:

1. General psychology: Proc. Allowance for students ped. institutions. / V.V. Bogoslovsky, A.A. Stepanov, A.D. Vinogradova and others. - M .: Education, 1981 - 383 p.

2. Vlasova T.A., Pevzner M.S. About children with developmental disabilities. -M., 1993.

3. Zykov S.A. The problem of teaching intellectually handicapped children. -M., 1991 -p.12-13.

4.V.G. petrova, I.V. Belyakova Psychology of mentally retarded schoolchildren. - M .: Academy, 2002.

Moscow State Regional University

Test

By discipline: "Children's disability".

On the topic: "Development of the personality of a child with disabilities."

Completed: student gr.14

Yudina T.V.

Checked: ______________

Moscow-2011

1. Introduction
1.1. Personal development.
2. Development of the personality of a child with disabilities
health
2.1. Socialization of the individual as the main condition for its development.
2.2. Periodization of human development.
2.3. Critical and sensitive periods in personality development.
3. Conclusion
3.1. Managing the development of the personality of a child with disabilities health opportunities.
4. References

Introduction

A significant part of children with developmental disabilities, despite the efforts made by society to educate and educate them, becoming adults, is unprepared for integration into socio-economic life. At the same time, the results of research and practice show that any person with a developmental defect can, under appropriate conditions, become a full-fledged personality, develop spiritually, provide for themselves financially and be useful to society.

Personal development

In educational practice, the concepts of "psyche" and "personality" are widely used. Representing an indissoluble unity, since the personality of a person presupposes a highly organized psyche, they have different content. Psyche- it is a property of the brain, a subjective image of the objective world, on the basis and with the help of which orientation and behavior control are carried out. It is inherent in all living beings. But in the process of evolution, along with a direct reflection of external influences, a person has an indirect reflection with the help of concepts expressed in words, the ability to operate with these words has developed, consciousness has appeared as the leading level of regulation of behavior and activity and the basis for personality formation.

Personality, in contrast to the concept of "psyche", is a social systemic quality of a person as a subject of human relations, acquired in ontogenesis. Personality, like the psyche, develops with varying degrees of intensity throughout life. Development is a common property inherent in nature and society as a whole and each individual individually. Development is understood as a change, which is characterized by a transition from one state to a qualitatively different, more perfect one. The process of personality development is inseparable from the development of the psyche, but it is not limited to the totality of developing cognitive, emotional and volitional components that characterize the individuality of a person. The development of a personality in its most general form is considered in psychology as a process of its entry into a new social environment and integration in it.

A person's personality begins to form from the first months of life. In the first year of life, the child's personality traits do not openly appear, but by the end of the third year they become noticeable. In some of his actions and deeds, purposefulness appears, there is a need to bring the work begun to the end. For example, during the game or when performing other actions, he can already make independent decisions, refuse the offered help, which finds expression in the statement "I myself."

By the beginning of schooling, the child is already a fully formed personality. He knows how to understand other people and fulfill their requests, owns the norms of behavior, he has self-esteem and the level of claims, characterological qualities become more pronounced.

During the school years, the process of personality development continues. Interests, abilities, needs, worldview, beliefs are formed, life goals are determined, will and character become stable. By the end of schooling, the student's personality acquires, in the main, a complete character.

The determining condition for the development of a person's personality is his multifaceted activity and communication, and the child's personality is formed in a specific activity for him - play, communication, learning, work. At the same time, activity performs a developing function only if its motivational side is provided, if the child develops sufficiently conscious, persistent and strong internal impulses. Due to the fact that the activity is multifaceted, there are many motives, different in content, arbitrariness and awareness, that encourage its implementation. A single interconnected system of activity motives and their implementation constitute psychological basis personality development. Depending on the motive that guides the child, various personality traits are formed and developed. The system of stable structure of the prevailing motives characterizes direction of activity personality.

According to the views of L.S. Vygotsky, the process of child development is a process of interaction between real and ideal forms. The child does not immediately master the spiritual and material wealth of mankind. But outside the process of assimilation of ideal forms, development is generally impossible.

The physical, mental and personal development of a child is a complex dynamics of the formation of organic, mental and personal properties, which are an interconnected and interdependent process. Simultaneously with physical changes in the child's body, a deep restructuring of the psyche occurs, due not only to physiological factors, but to a large extent psychosocial.

The formation of personality in adolescence and adolescence is particularly influenced by situations associated with puberty and problems specific to each sex. Thus, a teenager's self-image is formed depending on the degree of social reaction to a change in his physical appearance on the part of others (approval, admiration, disgust, ridicule, contempt). Many crises during puberty in adolescence are associated with awkward or offensive attitudes towards the youth of adults, as well as peers. Adolescents feel more confident if they have a sense of personal identity. They want to have everything like everyone else. It is believed that about half of the girls and a third of the boys during their growing up are concerned about their body size, figure and weight, fearing to remain too small or become too large.

Equally alarming are violations of the proportions of the body. Both boys and girls are concerned about, for example, what kind of nose they have, short or long, seemingly long arms, and much more. Knowing the characteristics of development helps to get rid of feelings of inferiority. It is also typical for this age to be reluctant to admit to such experiences because of the fear of being ridiculed by adults.

These features of the psychosocial impact on children, and especially adolescents, during the period of age maturation in different ways influence the formation of their personal qualities. In some cases, children successfully cope with the problems of the transition period, in others, difficulties arise due to various personal deviations of a moral, ethical, neurotic nature, etc.

A special role in the formation and development of personality is played by its own activity. Moreover, the more developed the personality, the more active role it plays in the correction of external and internal factors affecting it. As the well-known domestic psychologist S.L. Rubinstein, any effective educational work has as its internal condition the educatee's own moral work, and the success of work on the formation of a person's spiritual image depends on this inner work, on how much he is able to stimulate and direct it.

This activity finds its manifestation in self-education. self-education represents higher form participation of the individual in their own development along with simpler forms of self-development and self-improvement. The sources of self-education are not only external, but also internal factors: the desire for some kind of activity or following some ideal, etc. The methods of self-education can be the requirements of morality, the desire to win recognition in a group, the example of authoritative people, etc.

A very productive concept of personality development was proposed by B.C. Mukhin. She believes that a person as a historical subject in ontogenetic development socially inherits mental properties and abilities, actively “appropriates” the spiritual culture created by mankind, as a result of which he becomes a personality. The main thing in this process is the formation of self-consciousness, therefore, phenomena that determine the construction of its structure should always be involved at all stages of an individual's development.

According to her views, a person's self-consciousness develops as follows: 1 - a proper name plus a personal pronoun (which is followed by identification with the body, with the physical appearance and individual spiritual essence of a person); 2 - claim for recognition; 3 - gender identification; 4 - psychological time of the individual: self-existence in the past, present, future; 5 - social space: duty and rights.

The structure of a person's self-consciousness is universal (although among representatives of different peoples, at each historical stage it has its own specific content and its own ways of transmitting it to a new generation) and is formed as follows.

- Proper name in progress individual development becomes the first crystal of personality, around which the self-consciousness of a person is later formed.

- Claim for recognition. It begins at an early age and gradually acquires personal meaning for a person,

which contributes to self-development, assertion of individuality, versatile achievements.

- Gender identification. Each culture has its own specific orientations towards educating a child to be self-aware of himself as a man or a woman. The child begins to assimilate his gender from the family. Stereotypes of female and male behavior enter self-consciousness through the experience of communication and identification with representatives of the same sex.

- Psychological time of personality- the ability to relate the present self with itself in the past and future is the most important positive education of a developing personality, ensuring its full existence. A highly developed personality in his personal past, present and future includes both the historical past of his people and the future of his fatherland. A person, as it were, absorbs this into himself in addition to his individual fate and individual life. limited opportunities health in the organization of social rehabilitation Diploma work >> Sociology

mental restructuring and development set properties personalities child With limited opportunities health with the help of organizational, ... a large role in the development personalities child With limited opportunities health capable of successfully integrating into...

Organization of social work with children with limited opportunities health

Diploma work >> Sociology

rehabilitation child With limited opportunities health but also its social integration. At the same time, social protection of children with limited opportunities... aspects to problem analysis development child-disabled like personalities

Neretina Tatyana Gennadievna, Candidate of Pedagogical Sciences, Associate Professor of the Department of Pedagogy, FGBOU VPO Magnitogorsk State Technical University. G.I. Nosov, Magnitogorsk [email protected]

Kuznetsova Ekaterina Sergeevna, undergraduate, 2nd year student, FGBOU VPO Magnitogorsk State Technical University. G.I. Nosova, Magnitogorsk [email protected]

Formation of personal qualities in junior schoolchildren with disabilities in a special (correctional) educational institution

Abstract. The article clarifies the essential characteristics of the concept of "personal qualities", the features of the formation of the personal sphere in children with disabilities, considers modern approaches to the formation of personal qualities in the educational process, describes the psychological and pedagogical conditions for the formation of personal qualities in younger students with disabilities in a special (correctional) educational institution with taking into account their special educational needs in accordance with the Federal State Educational Standard for children with disabilities. Key words:

personal qualities, personal universal educational activities, junior schoolchildren with disabilities, psychological and pedagogical conditions for the formation of personal qualities.

The problem of rethinking, reevaluating and asserting new values ​​is currently more acute than ever. Teachers are faced with the task of preparing not only widely educated, but also highly moral people. At the present stage, the school is the public institution that is designed to influence the formation of a system of values ​​in the souls and minds of the citizens of the country, the development of the qualities of the child's personality. The new federal law "On Education in the Russian Federation" clearly states that education is a socially significant good and is carried out in the interests of the individual, family, society and the state, and the content of education should contribute, among other things, to the formation and development of the personality of students in accordance with spiritual, moral and socio-cultural values ​​accepted in the family and society. At the same time, the educational needs and interests of students should be satisfied, taking into account their abilities and capabilities. At the present stage of development of society, a real trend in the deterioration of the health of children and adolescents has emerged, and the number of children with disabilities (HIA) has increased. The group of schoolchildren with disabilities is extremely heterogeneous. This is determined, first of all, by the fact that it includes children with various developmental disorders: children with hearing, vision, speech, musculoskeletal, intellect,

with complex complex disorders. The formation of the personal sphere of this category of children takes place in special conditions of deficient, distorted or delayed development. A particular difficulty for children with disabilities is orientation in the legal space of state public relations, the formation of the foundations of social critical thinking, the need for self-expression and self-realization. Often children understand that they are different from their peers, and this in turn

contributes to the appearance of numerous complexes in them and reduces motivation. The formation of personal qualities in younger students with disabilities requires special approaches. Children need to be helped to make the doctrine meaningful by relating it to real life goals; to teach to understand and accept the values ​​of society, to correctly navigate the moral norms and rules; be aware of your difficulties and strive to overcome them; maintain and improve their health; to assist in the development of one's own civic position in relation to the surrounding world. The theoretical development of the concept of "personality" in psychology was carried out by psychologists: B. G. Ananiev; A.G. Kovalev, B.F. Lomov; V.N. Myasishchev, S.L. Rubinshtein, D.N. Uznadze and others. Personality in psychology is a systemic social quality acquired by an individual in objective activity and communication and characterizing the level and quality of representation of social relations in an individual. The orientation of the personality is its integral quality and generalized property and is expressed in the harmony and consistency of knowledge, relationships and the dominant motives for the behavior and actions of the individual. This property is manifested in the worldview, spiritual needs and practical actions of a person. Personal qualities are the totality of all socially and biologically determined components of the personality that determine its stable behavior in the social and natural environment. Personality formation is the process of development and formation of the personality under the influence of external influences of education, training, social environment; purposeful development of the personality or any of its aspects, qualities under the influence of education and training; the process of becoming a person as a subject and object of social relations.

The modern educational system is characterized by fundamental changes in all its links, aimed at achieving a new quality of education. Today, a student is not just a passive consumer, but an active subject of educational activity. The activity approach has firmly established itself in education. Formation of personal qualities of junior schoolchildren in accordance with the provisions of the Federal State Educational Standard for Primary general education(FGOS IEO) is carried out through a system of personal universal educational activities (UUD), which are of a supra-subject and meta-subject nature; ensure the integrity of the development and self-development of the individual; ensure the continuity of all stages of the educational process; underlie the organization and regulation of any activity of the student, regardless of its special content; provide the stages of assimilation of educational content and the formation of the psychological abilities of the student. Personal UUD include: a positive attitude to learning, to cognitive activity, the desire to acquire new knowledge, skills, improve existing ones, be aware of their difficulties and strive to overcome them, master new activities, participate in the creative, creative process; awareness of oneself as an individual and at the same time as a member of society, recognition for oneself of generally accepted moral and ethical standards, the ability to self-evaluate one's actions, deeds; awareness of oneself as a citizen, as a representative of a certain people, a certain culture, interest in and respect for other peoples; desire for beauty, readiness to maintain the state of the environment and one's health.

In general, personal UUDs are divided into 3 blocks: 1) self-determination;

2) meaning formation; 3) moral and ethical evaluation. They presuppose students' knowledge of moral norms; the ability to correlate actions and events with accepted ethical principles; the ability to highlight the moral aspect of behavior; orientation in social roles and interpersonal relationships. The subject of regulation of the Federal State Educational Standard for children with disabilities is the relationship in the field of education of students with disabilities. The standard was developed taking into account the educational needs of different categories of students. Children with disabilities are characterized common features. First of all, they have a low level of development of perception. This is manifested in the need for a longer time to receive and process sensory information; these children do not have enough knowledge about the world around them. Deficiencies in the organization of attention are caused by the poor development of the intellectual activity of children, the imperfection of the skills and abilities of self-control, and the insufficient development of a sense of responsibility and interest in learning. Decreased cognitive activity. The changes also concern the emotional-volitional sphere, the personality and activities of a child with disabilities. Children have a reduced need for communication both with peers and with adults. With a lag, all types of activities (subject-manipulative, play, educational) are formed. Among the vast majority of children with disabilities there are speech disorders. Low efficiency is noted as a result of increased exhaustion. A striking feature is the weak arbitrariness of behavior, and as a result, the insufficient formation of psychological prerequisites for mastering the full-fledged skills of educational activity. Depending on the nature of the violation, some defects can be completely overcome in the process of development, education and upbringing of a child with disabilities, others can only be smoothed out, and some can only be compensated. This is influenced by many factors, among which are the conditions of the surrounding socio-cultural and psychological and pedagogical environment. The complexity and nature of the violation of the normal development of the child determine the features of the formation of necessary knowledge, skills and abilities, as well as various forms educational work with him. The GEF NOO for children with disabilities defines the objectives of education, one of the most important is the achievement of younger students with disabilities. certain personal outcomes. In general terms, this is the formation of the foundations of civic identity and worldview of students in accordance with the spiritual, moral and sociocultural values ​​accepted in the family and society. It should be emphasized that the GEF IEO for children with disabilities implies differentiated requirements for personal results in accordance with the special educational needs of different groups of students. In case of complex and complex violations, it is envisaged to develop strictly individual requirements for achieving personal results and individually dosed and systematic expansion of the child’s life experience and his daily contacts within the limits accessible to him. For children with disabilities who are able to master the educational program at the level of their healthy peers, the results fully comply with the requirements presented in the Federal State Educational Standard of the IEO.

The specificity is that personal results include the mastery of students with disabilities the competencies necessary to solve practice-oriented tasks and ensure the formation social relations students in various environments, motivation for learning and cognition. It is necessary for younger students to form adequate ideas about their own capabilities, about the essential life support; to help them master the social skills used in everyday life; the initial skills of adaptation in a dynamically changing and developing world, to facilitate the entry of children into a more complex social environment. The activity of forming personal UUD in younger students with disabilities acquires a specific meaning when it is filled with real pedagogical content and is aimed at improving the educational process and the final result. Reaching new educational outcomes in a special (correctional) educational institution requires the implementation of a number of psychological and pedagogical conditions. The first condition involves the use of an adapted educational program.Adapted educational program (AEP) is a normative and managerial document that characterizes the existing achievements and problems, main trends, main goals, objectives and directions of training, education, development of students, pupils with disabilities, features of organization, personnel and methodological support of the pedagogical process and innovative transformations educational system, criteria, main planned final results. In the process of implementing the program, the development of an adaptive school model is carried out, in which the education, upbringing, development and correction of the health of each child with disabilities within the framework of classroom, extracurricular and extracurricular activities in a special (correctional) school is carried out on the basis of personality-oriented and communicative activity approaches. The content of special (correctional) education is aimed at developing vital competencies in students, pupils, preparing children with disabilities for active life in the family and society. At the first stage of education (in primary school) in children it is necessary to form the internal position of the student, help to gain experience in communication and cooperation with peers and adults, motivate interest in knowledge and self-knowledge, lay the foundations for the formation of personal qualities, create conditions for the protection and strengthening of physical and mental health children, ensuring their emotional well-being. When designing and implementing educational work, teachers need to rely on the natural process of self-development of the inclinations and creative potential of the individual, and create appropriate conditions for this. The following principles of organization of the educational process can be distinguished:

rejection of the template, the use of various, non-standard forms and methods of organizing educational activities, which make it possible to activate the subjective experience of students;

creating an atmosphere of interest for each child in the work of the class; encouraging students to express themselves, use different ways of completing tasks without fear of making a mistake, getting the wrong answer, etc.;

The use of didactic material that allows the student to choose the most significant type and form of educational content for him;

"hidden" (pedagogically expedient) differentiation of students according to learning opportunities, interests, abilities and inclinations;

Evaluation of the student's activity not only by the final result, but also by the process of achieving it;

encouraging the student's desire to find his own way of working (solving an educational problem), to analyze the ways of work of other students, to choose and master the most rational ones;

creation of pedagogical situations of communication that allow each student to show initiative, independence, selectivity in ways of working;

creating an environment for natural self-expression of the student. The most important pedagogical requirements for the organization of the educational process are the definition of the content of the relevant activity, the development of ways to activate and transfer the child to the position of the subject of knowledge, labor and communication. This, in turn, involves teaching the child to choose a goal and plan activities, organize and regulate them, self-control, self-analysis, and self-assessment of the results of activities. HIA and advanced complication of the environment of his life. It should include a purposeful consideration of the practical significance and the formation of life competence in the content of the material of each lesson of any subject, as well as any types of educational work outside of school hours. Teachers need to use every situation of formal and informal communication with the child to form the correct (socially adequate, appropriate meaning of the situation and the goal-martyr) behavior in various life situations, a conscious attitude to the world around them, to themselves and others. Organize and conduct extracurricular work at school and extracurricular activities, taking into account the tasks of social adaptation (development of communication skills, skills of correct behavior, implementation of accepted rules and norms, motivation for this). The second condition involves a comprehensive medical, psychological and pedagogical support for a child with disabilities. Comprehensive support provides timely specialized assistance in mastering the content of education and correcting developmental shortcomings. It is carried out on a diagnostic basis with the participation of all specialists (teacher, educator, psychologist teacher, speech therapist teacher, defectologist teacher). The teacher and educator monitor the student in educational and extracurricular activities for the nature of communication with adults and peers, the peculiarities of educational work (motivation, pace and level of assimilation of the material, productivity of using help, difficulties encountered, etc.). A special speech therapy and psychopsychological examination is aimed at identifying deviations in the formation of speech and the cognitive and emotional-personal sphere. Based on the results of the diagnostics, general characteristics on a child. As part of the school council, an individual correctional route is being developed for a younger student with disabilities. The individual educational route of the child is a document, it contains a set of training courses, sections of the program, forms and methods of their development, which allow creating conditions for the maximum implementation of the special educational needs of a child with disabilities in the process of education and upbringing at a certain level of education. The provision of comprehensive correctional support is carried out in the course of extracurricular activities. Individual and group classes are organized in various areas depending on the educational needs of students with disabilities (classes with a speech therapist, psychologist, defectologist, physical therapy, social orientation, rhythm, etc.). They allow optimally solving the problem of compensation for a defect, including a child in a more complex social environment, and hence the development of his life competencies and personal qualities.

The third condition involves the organization of cooperation with the families of students with disabilities. Teachers cannot ensure the formation of personal qualities of a younger student with disabilities in isolation from the family. The family is a personal environment for the life and development of children and plays a leading role in their moral education, familiarization with the values ​​accepted in society. In addition, it introduces a child with disabilities into the social environment, contributes to the formation and consolidation of the necessary life skills. Priority recognition family education requires new family relationships and educational organization. The novelty of these relations is determined by the concepts of "cooperation" and "interaction". This is a trusting atmosphere in the "teachers-children-parents" system. It is necessary to directly involve parents in educational activities to form the personal qualities of younger students with disabilities.

The main principles of the school's work with the family of a child with disabilities are:

Openness of the educational organization for the family (each parent is provided with the opportunity to know and see how his child lives and develops);

cooperation of teachers and parents in the formation of personal qualities of younger students with disabilities;

creation of an active developmental environment that provides unified approaches to the development of the personality of a junior schoolchild with disabilities in the family and children's team:

diagnostics of general and particular problems in the development and education of the personality of a junior schoolchild with disabilities.

Not all parents have a sufficient level of general culture and pedagogical knowledge necessary to prepare a child with disabilities for life. The main goal of the school is to professionally help the family, while not replacing it, but supplementing and ensuring a more complete implementation of it. educational functions. This is facilitated by advisory, methodological and outreach work with the family. Parents need to form adequate ideas about the capabilities of their child, teach specific methods and techniques of interaction and constructive communication with a child with disabilities, and most importantly, increase responsibility for achieving personal results. In the course of interaction between the school and the family, uniform requirements and approaches to students are developed so that they do not contradict each other, but are positively and actively perceived by children. This will help them to adapt more favorably in society in the future. Summing up, it should be said that in the formation of personal qualities of younger students with disabilities, it is necessary to maintain an optimal balance between the inherent value of childhood and its timely socialization. Thus, the problem of forming the personal qualities of students is dictated by the social demands made by society to modern education, the need to introduce them to the system of universal values, to educate schoolchildren in patriotism and national self-consciousness. Primary school age is a special period, which is the beginning of an important and responsible period in the development of personal qualities, we can talk about creating the basis of the value-sense sphere of the individual. The work on the formation of personal qualities in younger students with disabilities requires special responsibility and awareness, teachers' possession of such approaches that allow designing the educational process taking into account their special educational needs. References to sources 1. Law "On Education in the Russian Federation". Series: Laws of the Russian Federation. -M.: OmegaL, 2014. -135 p.2. Big psychological dictionary. / Comp. B.G. Meshcheryakov, V.P. Zinchenko. –M.: Olma Press, 2004. –632p.3. Bozhovich, L.I. Personality and its formation in childhood: A psychological study. / L.I. Bozovic. M.: Enlightenment, 2001. 464 p. 4. Asmolov, A.G. How to design universal learning activities in elementary school. From action to thought. / A.G. Asmolov, G.V. Burmenskaya, I.A. Volodarskaya. –M.: Enlightenment, 2014. –152p.5. Malofeev, N.N. The concept of a special SFGOS for children with disabilities. GEF. / N.N. Malofeev, O.I. Kukushkina, O.S. Nikolskaya. // Ed. S.V. Satsevich, M.A. Zykova. –M.: Enlightenment, 2014. –48p.6. Levchenko, I.Yu. Psychological study of children with developmental disabilities. / I.Yu. Levchenko. M.: Publishing house " Correctional Pedagogy”, 2005. 118 p.7.

Federal State Educational Standard of Primary General Education. GEF. Text with amendments and additions for 2011. 3rd edition, revised. / Ed. N.V. Goncharova. -M.: Education, 2015. 8. Neretina T.G. The program of correctional work of the school. -Magnitogorsk, 2014. -28 p.

PAGE_BREAK--
2.2. Periodization of human age development

Age is a category that serves to designate the temporal characteristics of individual development. Distinguish between chronological age and psychological age. Chronological age is determined by the amount of time an individual has lived since the day of his birth. Psychological age- it is a qualitatively peculiar stage of development of the individual, due to the laws of the formation of the organism, the conditions of training and education.

The age development of a person is a complex process, which, due to various circumstances, leads to a change in his personality at each age stage. In order to understand the patterns of age-related development, scientists have divided the entire human life cycle into certain time periods - periods, the boundaries of which are determined by the authors' ideas about the most significant aspects of development.

The first attempt at a systematic analysis of the category of psychological age belongs to L.S. Vygotsky. He believed that development is, first of all, the emergence at a certain life stage of a new quality or property - an age-related neoplasm, naturally conditioned by the entire course of previous development. Representations of L.S. Vygotsky about age development was developed in his research by D. B. Elkonin. The periodization of mental development proposed by him was based on the idea that each age, as a peculiar and qualitatively special period of a person’s life, is characterized by the characteristics of the conditions in which he lives. (social situation of development), certain type leading activities and the resulting specific psychological innovations.

The most important condition for the development of the child's personality is his inclusion in activities in the "child - thing" system, where he masters socially developed methods of acting with objects (eating with a spoon, drinking from a mug, reading a book, etc.), that is, elements of human culture, and in the activity of mastering human relations in the "man-man" system. These systems of relations are mastered by the child in various activities. Among the types of leading activities that have the strongest influence on the development of the child, he distinguishes two groups.

The first group includes activities that orient the child to the norms of relations between people. This is the direct-emotional communication of the infant, the role-playing game of the preschooler and the intimate-personal communication of the adolescent. The second group is made up of leading activities, thanks to which socially developed methods of actions with objects and various standards are assimilated: the object-manipulative activity of a young child, the educational activity of a younger student, and the educational and professional activity of a high school student.

In the activity of the first type, the motivational-required sphere mainly develops, in the activity of the second type, the intellectual-cognitive sphere. These two lines form a single process of personality development, but at each age stage one of them develops predominantly. Due to the fact that the child alternately masters the systems of relations "man - man" and "man - thing", there is a natural alternation of the most intensively developing spheres. So, in infancy, the development of the motivational sphere is ahead of the development of the intellectual sphere, in the next, early age, the motivational sphere lags behind and the intellect develops at a faster pace, etc.

These features of the development of the child's personality are reflected in the law of periodicity, formulated by D.B. Elkonin. Its essence is as follows: “A child approaches each point in his development with a certain discrepancy between what he has learned from the system of relations “man- man”, and what he learned from the system of relations “man - object”. The moments when this discrepancy takes on the greatest magnitude are called crises, after which the development of the side that lagged behind in the previous period takes place. But each of the parties is preparing the development of the other.

Thus, each age is characterized by its own social situation of development; leading activity in which the motivational-need or intellectual sphere personality; age-related neoplasms that form at the end of the period, among them is the central one, the most significant for subsequent development. Age boundaries are crises - turning points in the development of the child.

Periodization proposed by D.B. Elkonin, covers the period from the birth of a child to the end of school and divides it into six periods:

1. Infancy: from birth to one year of age.

2. Early childhood: from one year of life to three years.

3. Preschool childhood: three to seven years.

4. Junior school age: from seven years to ten or eleven years.

5. Adolescence: from ten-eleven to thirteen-fourteen years.

6. Early adolescence: from thirteen-fourteen to sixteen-seventeen years.

Consider the features of each of the selected ages:

1. Infancy- the beginning of the process of personal development. Leading activity - direct emotional communication. In the third month, with normal development, the child develops the first social formation, the so-called "revitalization complex" By the end of the first year of life, a neoplasm appears, which is necessary to ensure all subsequent development - the need to communicate with other people and a certain emotional attitudeto them.

2. Early childhood. Leading activity - subject-manipulative. On the edge infancy and early childhood there is a transition to proper-objective actions: the child, in cooperation with adults, masters the objects necessary for life and the methods of their application. At the same time, the verbal forms of communication between the child and adults are intensively developing. However, speech, like the objective actions themselves, is used by him so far only to establish contacts with adults, but not as an instrument of thinking. Neoplasms of age are speech and actionable thinking.

3. Preschool childhood. Leading activity - role-playing game. Including in gaming activity, the child models the activities of adults and relationships between people, as a result of which he learns the "fundamental meanings of human activity." However, in modern society, the game is not the only type of activity for children at this age. They begin to draw, sculpt, design, learn poetry, listen to fairy tales. These types of activities create the conditions for the emergence of personal formations, which will finally form at the next age stages.

The main psychological neoplasms of age are: the emergence of the first schematic, integral children's worldview; the emergence of the first ethical ideas; emergence of subordinate motives. The child has a desire to socially significant and valued activities, which characterizes his readiness for schooling.

4. Junior school age. Leading activity - teaching. In the process of learning, the cognitive sphere of the child is actively formed, knowledge about objects and phenomena is acquired. outside world and human relationships. Through teaching in this period, the whole system of the child's relations with the outside world is mediated. The main psychological neoplasms of this age are: arbitrariness and awareness all mental processes (except intellect); reflection- awareness of their own changes as a result of the development of educational activities; inner plan of action.

5. Adolescence. Leading activity - communication in the system of socially useful activity(educational, social-organizational, labor, etc.). Adolescence marks the transition from childhood to adulthood. The peculiarity of the social situation of development in adolescence lies in the fact that the adolescent is included in a new system of relationships and communication with adults, it is reoriented from adults to peers. In the course of a teenager's relationship with the social environment, he has internal contradictions, which are the driving force of his mental and personal development. In adolescence, the need to "be a person" is clearly manifested. A teenager in the process of communication and interaction with peers strives for self-affirmation, tries to understand himself, his positive and negative qualities, in order to be accepted among his peers. Neoplasms of age: the emergence of an idea of ​​\u200b\u200bnot as a child, but as an adult. He appears self-esteem, the desire to be independent, the ability to obey the norms of collective life.

6. Early adolescence. Leading activity - educational and professional. Early adolescence is a transition from purely physiological to social maturity, it is time to develop views and beliefs, to form a worldview. The main content of life at this age is inclusion in adult life, the assimilation of those norms and rules that exist in society. The main neoplasms of age are: worldview, professional interests, self-awareness, dreams and ideals.

The problem of periodization of human age development attracted other scientists as well. So, 3. Freud believed that the foundation of the personality is mainly formed during the first five years of life and is determined by the factors of constitutional and individual development. The basis of personality development are two prerequisites: genetic - manifested in the form of experiences in early childhood and influencing the formation of an adult personality, and the second prerequisite - innate psychosexual needs (sexual instincts), the energy basis of which is libido. Libido, according to 3, Freud, is the force with which sexual desire manifests itself. Another point of view; libido is psychic energy that has a sexual connotation.

With age, psychosexual needs progress, they go through several stages in their development, each of which is associated with certain parts of the body - erogenous zones, on which the individual focuses in a certain period of life and in a biologically determined sequence, which gives him a pleasant tension.

The social experience gained in this regard forms certain values ​​and attitudes in the individual.

According to 3. Freud, a personality in its development goes through five stages of psychosexual development: oral, anal, phallic, latent and genital. With each of these stages, he associates the formation various types character. How worse baby copes with the development of the needs and tasks inherent in a particular stage, the more prone it is to regression under conditions of physical or emotional stress in the future.

E. Erickson dealt with the problem of periodization of personality development. The formation of personality in the concept is understood by him as a change of stages, at each of which a qualitative transformation takes place. inner world a person and a radical change in his relationship with other people. As a result, new personality traits appear. But new qualities can arise and be established only if the appropriate conditions for this have already been created in the past. Forming and developing as a person, a person acquires not only positive traits but also disadvantages. Considering that it is impossible to present all lines of individual development in a unified theory, E. Erikson in his concept presented only two extreme lines of personal development: normal and abnormal. He divided human life into eight distinct stages of development:

1. Oral-sensory stage(from birth to one year). At this stage, a conflict arises between trust and distrust in the outside world.

2. Musculo-anal stage(from one to three years) - the conflict between a sense of independence and a sense of shame and doubt.

3. Locomotor-genital stage(from four to five years). This stage is characterized by a conflict between initiative and guilt. At this time, the child is already convinced that he is a person, as he runs, talks, enters into relationships with other people.

4. Latent stage(from six to eleven years old) - the conflict between hard work and a sense of inferiority.

5. teenage stage(from twelve to nineteen years old) - the conflict between the understanding of belonging to a certain gender and the misunderstanding of the forms of behavior corresponding to this gender.

6. Early maturity(twenty-twenty-five years). During this period, a conflict arises between the desire for intimate relationships and a sense of isolation from others.

7. Medium maturity(twenty-six-sixty-four years) - the conflict between vital activity and focus on oneself, one's age-related problems.

8. Late maturity(sixty-five years - death) - the conflict between a sense of fullness of life and despair. During this period, the creation of a complete form of ego-identity takes place. A person rethinks his whole life, realizes his “I” in spiritual reflections about the years he has lived.

E. Erickson believed that if these conflicts are resolved successfully, then the crisis does not take on acute forms and ends with the formation of certain personal qualities that together make up one or another type of personality. People go through these stages at different speeds and with varying degrees of success. Unsuccessful resolution of the crisis on one of them leads to the fact that, moving to new stage, a person brings with him the need to resolve the contradictions inherent not only in this, but also in the previous stage.

In the history of the development of psychology, there have been many other attempts to create an age periodization of personality development. Moreover, different authors (E. Spranger, 1966, S. Buller, 1933, K. Levin, 1935, G. Selliven, 1953, J. Cowman, 1980, etc.) built it according to different criteria. In some cases, the boundaries of age periods were determined based on the existing system of educational institutions, in others - in accordance with "crisis periods", in the third - in connection with anatomical and physiological features.

In the 80s A.V. Petrovsky developed the concept of age periodization of personality development, determined by the phases of the child's entry into the most referential communities for him: adaptation, individualization and integration, in which the development and restructuring of the personality structure takes place. According to him, the phase adaptation is the first phase of personality development social group. When the child enters new group(kindergarten group, classroom etc.), he needs to adapt to the norms and rules of her life, the style of communication, to master the means of activity that her members own. This phase involves the loss of individual traits. Phase individualization is generated by the child's dissatisfaction with the achieved result of adaptation - by the fact that he has become like everyone else in the group - and by his need for the maximum manifestation of his individual characteristics. The essence of the third phase is what happens integration individuals in the group. The child keeps only those personality traits that meet the group's needs and their own needs to maintain their status in the group.

Each phase of personality development in a group has its own difficulties. If there are difficulties with adaptation in the group, such traits as conformity, self-doubt, shyness can be formed. If the difficulties of the second phase are not overcome and the group does not accept the individual characteristics of the child, conditions arise for the development of negativism, aggressiveness, and inflated self-esteem. Disintegration leads either to the displacement of the child from the group, or to his isolation in it.

A child on his life path is included in groups that differ in their characteristics: pro-social and asocial, high and low levels of development. He can simultaneously enter into several groups, be accepted in one and rejected in another. That is, the situation of successful and unsuccessful adaptation, individualization and integration is repeated many times, resulting in a relatively stable personality structure.

At each age stage, in a certain social environment, a child goes through three phases in his personal development. If at the previous stage there were, for example, difficulties with integration, then at the next stage there will be difficulties with adaptation and conditions for a personality development crisis are formed.

Periodization of personality development, proposed by A.V. Petrovsky, covers the time period of a person's life, which ends with the personal and professional self-determination of a growing person. It highlights the periods of early childhood, kindergarten childhood, primary school age and senior school age. The first three periods form the era of childhood, in which the process of adaptation prevails over the process of individualization. For the era of adolescence (the period of middle school age), the dominance of the process of individualization over the process of adaptation is characteristic, for the era of youth (the period of senior school age) - the dominance of the process of integration over the process of individualization. Thus, according to A.V. Petrovsky, childhood is mainly a child's adaptation to the social environment, adolescence is a manifestation of one's individuality, youth is preparation for entering society and integration in it.

In order to skillfully organize the process of social rehabilitation of a child with disabilities and achieve the set goal, it is important, in the course of interaction with him, to rely not only on the general patterns of personality development in ontogenesis, but also to take into account the specific patterns that are peculiarly manifested at each age stage and reflected in the periodization of human development.

The concepts of age periodization of human development basically reflect the unified point of view of psychologists on the definition of the boundaries of age stages. They are relatively average, but this does not exclude the individual originality of mental and personal development. The specific characteristics of age are determined by: a change in the nature of upbringing in the family; the peculiarities of the child's entry into groups of different levels and into educational institutions; the formation of new types and types of activities that ensure the development of social experience by the child, the system of established knowledge, norms and rules of human activity; features physical development which must be taken into account in the course of social rehabilitation of children with disabilities.
2.3. Critical and sensitive periods in personality development
The development of the child's personality is a discrete, uneven forward movement forward. All personal properties and qualities of the child develop, obeying the law of heterochrony. Heterochrony is a pattern expressed in the uneven deployment of hereditary information in time. Heterochrony characterizes not only the ontogeny of cognitive functions and individual properties of a person, but also his formation as a person. This process takes place at different times - according to the sequence of assimilation social roles and their change under the influence of social factors that cause life path and individual variability of the properties of a person as a personality and are most clearly manifested in critical and sensitive periods of development.

Considering the dynamics of transitions from one age to another, L.S. Vygotsky drew attention to the fact that changes in the child's psyche at different stages can occur slowly and gradually in some cases, and quickly and abruptly in others. To designate these features of the child's mental development, he introduced the concepts of "stable" and "crisis" stages of development. stable periods make up the bulk of childhood and last for several years. They proceed smoothly, without sharp shifts and changes in the personality of the child. Personal qualities that arise at this time are quite stable.

Crisis periods a child's life is the time when a qualitative restructuring of the child's functions and relationships takes place. Crises of development- these are special, relatively short periods of ontogenesis, characterized by sharp psychological changes in the development of the child, separating one age from another. They begin and end, as a rule, imperceptibly. The aggravation falls on the middle of the period. At this time, the child gets out of the control of adults, and those measures of pedagogical influence that previously brought success cease to be effective. External manifestations of the crisis can be disobedience, affective outbursts, conflicts with loved ones. At this time, children's and adolescents' working capacity decreases, interest in activities weakens, sometimes internal conflicts arise, manifested in dissatisfaction with oneself, established relationships with peers, etc. These short, but stormy stages have a significant impact on the formation of the child's character and many other qualities. personality.

L.S. Vygotsky considered the alternation of stable and crisis periods as a law child development. During periods of crisis, the main contradictions intensify: on the one hand, between the increased needs of the child and his still limited abilities, on the other hand, between the new needs of the child and previously established relationships with adults, which encourages him to master new forms of behavior and communication.

According to their qualitative characteristics, intensity and duration of the course, crisis states in different children are different. However, they all go through three phases:

First phase - precritical, when there is a disintegration of previously formed forms of behavior and the emergence of new ones; second phase - climactic- means that the crisis reaches its highest point; third phase - postcritical, when new forms of behavior begin to form.

There are two main ways of age-related crises. The first way, the most common, is crisis of independence. Its symptoms are - obstinacy, stubbornness, negativism, depreciation of an adult, jealousy of property, etc. Naturally, these symptoms are not the same for each crisis period, but are manifested in connection with age-related characteristics.

Second way - addiction crisis. Its symptoms are opposite: excessive obedience, dependence on the elders and the strong, regression to old interests and tastes, forms of behavior. Both the first and second options are the ways of the child's unconscious or insufficiently conscious self-determination. In the first case, there is a going beyond the old norms, in the second - an adaptation associated with the creation of a certain personal well-being. From the point of view of development, the first option is the most favorable.

In childhood, the following critical periods of age development are usually distinguished: the crisis of the first year of life or the crisis of the newborn, the crisis of three years, the crisis of 6-7 years, the adolescent crisis, the crisis of 17 years. Each of these crises has its own causes, content and specific features. Based on the theoretical concept of periodization proposed by D.B. Elkonin, the content of crises is defined as follows: “crisis of three years” and “teenage crisis” are crises of relations, followed by a certain orientation in human relations, “crisis of the beginning of life” and “crisis of 6-7 years” are crises of worldview which open the child's orientation to the world of things.

Let us briefly consider the content of some of these crises.

1. Crisis of the newborn- this is the very first and most dangerous crisis that a child experiences after birth. Physiological changes are the main factor causing the critical situation. In the first minutes after childbirth, the strongest biological stress occurs, requiring the mobilization of all the resources of the child's body. The pulse of a newborn in the first minutes of life reaches 200 beats per minute and in healthy children it normalizes within an hour. Never again will the body's defense mechanisms be so severely tested as in the first hours of a child's independent life.

The crisis of a newborn is an intermediate period between intrauterine and extrauterine lifestyles, it is a transition from darkness to light, from heat to cold, from one type of nutrition and breathing to others. After birth, other types of physiological regulation of behavior come into play, many physiological systems begin to work anew.

The result of the crisis of the newborn is the adaptation of the child to new individual conditions of life, further development as a biosocial being. Psychologically, the basis for the interaction and communication of the child with adults is laid, physiologically, conditioned reflexes begin to form, first to visual and auditory, and then to other stimuli.

2. Crisis of three years. The crisis of three years is a break in the relationship that has existed until now between a child and an adult. By the end of early childhood, the child has a tendency to independent activity, which is expressed in the appearance of the phrases "I myself."

It is believed that at this stage of the development of the child's personality, adults begin to act for him as carriers of patterns of actions and relationships in the surrounding reality. The phenomenon of "I myself" means not only the emergence of outwardly noticeable independence, but also the simultaneous separation of the child from the adult. Negative moments in the child's behavior (stubbornness, negativism, obstinacy, self-will, devaluation of adults, the desire for protest, despotism) arise only when adults, not noticing the child's tendencies to self-gratification of desires, continue to limit his independence, retain the old type of relationship, fetter the activity of the child, his freedom. If adults are tactful, notice independence, encourage it in a child, then difficulties either do not arise or are quickly overcome.

So, from the new formations of the crisis of three years, a tendency arises to independent activity, similar to the activity of adults, adults act for the child as models of behavior, and the child wants to act like them, which is the most important condition for further assimilation of the experience of the people around him.

3. Crisis 6-7 years appears on the basis of the emergence of a child's personal consciousness. He has an inner life, a life of experiences. The preschooler begins to understand that he does not know everything, that he has good and bad personal qualities, that he occupies a certain place among other people, and much more. The crisis of six or seven years requires a transition to a new social situation, a new content of relations. The child must enter into relations with society as a set of people who carry out obligatory, socially necessary and socially useful activities. As a rule, this tendency is manifested in the child's desire to go to school as soon as possible and start learning.

4. Teenage crisis or crisis of 13 years This is a crisis in the relationship between a teenager and adults. In adolescence, an idea arises of oneself as an adult who has crossed the boundaries of childhood, which determines the reorientation of some norms and values ​​to others, from children to adults. A teenager's interest in the other sex appears and at the same time attention to his appearance increases, the value of friendship and friend, the value of a group of peers increases. Often at the beginning of adolescence, a conflict arises between an adult and a teenager. The teenager begins to resist the demands of adults, which he used to willingly fulfill, to be offended if someone limits his independence. A teenager develops a heightened sense of self-worth. As a rule, he limits the rights of adults, and expands his own.

The source of such a conflict is the contradiction between the adult's idea of ​​a teenager and the tasks of his upbringing and the teenager's opinion about his own adulthood and his rights. This process is exacerbated by another reason. In adolescence, the child's relations with peers, and especially with friends, are built on some important norms of the adult morality of equality, and the special children's morality of obedience continues to be the basis of his relations with adults. The assimilation by a teenager of the morality of equality of adults in the process of communicating with peers conflicts with the norms of the morality of obedience, because it becomes unacceptable for a teenager. This creates great difficulties for both adults and teenagers.

A favorable form of a teenager's transition to a new type of relationship is possible if an adult himself takes the initiative and, taking into account his requirements, restructures his relationship with him. Relations between an adult and a teenager should be built on the basis of the relationship between adults - on the basis of commonwealth and respect, trust and help. In addition, it is important to create such a system of relationships that would satisfy the adolescent's craving for group communication with peers, but at the same time be controlled by an adult. Only under such conditions can a teenager learn to think, act, perform various tasks, communicate with people in an adult way.

Along with crises in the life of a growing person, there are periods most favorable for the development of certain mental functions and personal qualities. They are called sensitive since at this time the developing organism is especially responsive to a certain kind of influence of the surrounding reality. For example, early age (the first or third year of life) is optimal for the development of speech. Simultaneously with the development of speech, the child intensively develops thinking, which at first has a visual and effective character. Within the framework of this form of thinking, prerequisites are created for the emergence of a more complex form - visual-figurative thinking, when the implementation of any action can occur without the participation of practical actions, by operating with images. If a child has not mastered speech forms of communication before the age of five, then he will hopelessly lag behind in mental and personal development.

The period of preschool childhood is the most optimal for the development of the need for joint activities with adults. If in early childhood the desires of the child have not yet become their own desires and they are controlled by adults, then at the border of preschool age, the relations of joint activity come into conflict with the new level of development of the child. There are tendencies to independent activity, the child has his own desires, which may not coincide with the desires of adults. The emergence of personal desires turns the action into a volitional one, on the basis of this, an opportunity opens up for the subordination of desires and the struggle between them.

This age, according to L.S. Vygotsky, is also sensitive for the development of perception. He attributed memory, thinking, attention to certain moments of the act of perception. Primary school age is a period of intensive qualitative transformation of cognitive processes. They begin to acquire an indirect character and become conscious and arbitrary. The child gradually masters his mental processes, learns to control attention, memory, thinking.

At this age, the child most intensively develops or does not develop the ability to interact with the environment. With a positive outcome of this stage of development, the child develops an experience of his skill, with an unsuccessful outcome, a feeling of inferiority and inability to be on a par with other people.

In adolescence, the child's desire to assert his independence and independence is most clearly manifested.

When considering age-related crises and sensitive periods of development, we outlined the conclusions drawn on the basis of the general patterns of development of a growing person, without highlighting the problems associated with the peculiarities of their course in children with disabilities. This is due to the fact that both crisis and sensitive periods are common in the development of any child - normal or with some kind of defect. However, it should be remembered that not only the individual characteristics of the child, the current social situation, but also the nature of the disease, defect and their consequences, of course, affect the characteristics of crisis and sensitive periods of personality development. Moreover, these differences will be more or less typical for the same type of disease groups and the specificity of the course of crisis and sensitive periods will be determined by the time of their occurrence, duration and intensity of the course. At the same time, as practice shows, in the course of interaction with a child, it is necessary to take into account not only individual characteristics, but, first of all, focus on the general patterns of development of the child, since in the process of social rehabilitation it is necessary to form a personality that should feel only in the familiar environment, but also among all people.

The task of social rehabilitation of children with disabilities in this regard will be to timely determine the appearance of critical and sensitive periods in a child's life, create conditions for the successful resolution of critical situations and use the opportunities of each sensitive period to develop certain personal qualities.
continuation
--PAGE_BREAK--