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22PSYCHOLOGICAL SCIENCES
CORRECTION-DEVELOPING ENVIRONMENT AS A MEANS OF EMOTIONAL DEVELOPMENT OF
CHILDREN WITH COGNITIVE IMPAIRMENT
Lysenkova I.
Mykolayiv institute of human development of institution of higher education "Open international university of human development« Ukraine» ", Head of department ofpsychology and special education, Ph.D. in correctional pedagogics, Associate Professor
(Mykolayiv, Ukraine)
Abstract
In recent years, special psychology highlights the integration of the child with deviations in psychophysical development into society. Priority in the educational process of a modern educational institution becomes the issue of organizing a correction-developing environment. Educational environment becomes the starting point for the development of a child with cognitive impairment. The main accent in the article is made on the experimental study of the effectiveness of the proposed psychological and pedagogical conditions of the organization of correction-developing environment as a means of emotional development of children with cognitive impairments.
Keywords: correctional environment, developmental environment, cognitive disorders, psychological and pedagogical conditions, child.
Introduction. An indispensable condition for the formation of a correction-developing environment in educational institutions is to rely on a person-oriented model of interaction between participants in the educational process. This is reflected in the principles of the formation of a correction-developing environment, presented in the concept of L. Clarina, V. Petrovsky, L. Smivina, L. Strelkova. In V. Petrovskii's concept, the principles of formation of a correction-developing environment, based on a person-oriented model of preschool education, have been scientifically substantiated [1, p. 119].
The current study on correctional impact on the child with impaired mental functions (T. Vlasova, I. Eremenko, V. Lubovskyy T. Mironov, I. Morgulis, L. Prokhorenko, T. Rozanov, T. Sak, E. Sobotovich, M. Sheremet) prove the necessity and expediency of creating innovative pedagogical means of correctional developmental education and upbringing of this category of children [2, p. 68]. Domestic and foreign scientists, psychologists, psychotherapists (Sh. Amonashvili, L. Artemova, L. Vygotsky, D. Elkonin, L. Zhuravlev, Z. Leniv, O. Leontiev, P. Lesgaft, M. Panfilov, T. Roeser) as that the powerful influence of various forms of work with children with special needs not only promotes significant improvement of mental and physical health, improve mental abilities, but also the successful development of emotional sphere of children with cognitive impairment [3, p. 12].
In educational institutions that have a rich pedagogical and psychological experience and seek to improve the quality of education, modern technologies are used at the level of prevention, diagnosis and correction, but the development environment has traditionally been correlated and evaluated from the complex of material objects, their developmental potential, at the same the time for the purposeful design of the subject-subject space in the environment of development of a child with cognitive impairments is not given due attention.
Objective difficulties in creating a correction-developing environment due to the fact that pedagogues and psychologists are not sufficiently aware of the essence of the concept of "correction-developing environment", there are not enough clear ideas about its structure, content, mechanisms of organization and principles of functioning, the role of design and creation of the environment in providing a holistic correction and development process; no analysis of conditions for rehabilitation of children with cognitive impairments on the basis of the monitoring system criteria [4, p. 43].
Available creative work, pedagogical and psychological experience deserve special attention, analysis and is the basis for making transformations on the basis of pedagogical and psychological design of correction-developing environment [6, p. 8]. Correction-developing environment is centred on a child with disorders of psychophysical development. It is created (transformed) for a child with cognitive impairments in order to reduce the symptoms of its maladaptitude, the development of the ability to build communicative interaction on a linguistic basis, the ability to regulate their behavior, activities, emotions and feelings [5, p. 205]. Consequently, an important mechanism for the functioning of a favourable and effective correction-developing environment is the elaboration of a strategy of psychological and pedagogical support for the child, which will be immersed in this environment. Subjects of the process of creating the environment are teachers, psychologists, narrow specialists, children and their parents. [4, p. 50].
Experimental part. To confirm the theoretical positions, we carried out an experimental study on the basis of pre-school educational establishment № 83 in the city of Mykolayiv (Ukraine). For the study, a correctional group of children of the senior preschool age with intellectual disabilities was selected.
Scientists have proved that the successful organization of psychological and pedagogical conditions for
the creation of a correction-developing environment contributes to the effectiveness of the educational process in a preschool educational institution [7, p. 40]. Therefore, it is urgent to do an experimental diagnosis of the emotional sphere of children with mild mental retardation.
Experimental research was carried out in three stages: the recording, forming, control. The purpose of the recording stage of the experimental study was to examine the level of development of the emotional sphere of the children of the senior preschool age with violations of intelligence. Accordingly, we have distinguished three criteria: speech, cognitive and activity. To determine the level of development of the emotional sphere of children of the senior preschool age with intellectual disorders, three psychological methods (according to three criteria) were proposed.
In the process of examination of children with a mild form of mental retardation at the recording stage of experimental work, the criteria were taken into account, from which, in the future, the assessment of the levels of development of children with a mild form of mental retardation was taken into account. When checking the levels of development of the dictionary, the focus was on the quantitative and qualitative composition of the dictionary, understanding the meaning of the word, the degree of its generalization, the ability to use expressive means of language. In the diagnostic examination of children who participated in the experimental study, we see that children with mild mental retardation have problems with the linguistic criterion.
Presentation of the material. Working on the first method, many children have been challenged to define and understand elemental concepts such as: heart, work, freedom, riding, pleasure, love, hunger. That is, they caused problems with the notation of abstract nouns. Working on the second method, we became convinced that the greatest difficulty was the task of classifying concepts and selecting synonyms. During the classification of the concepts, children with mild mental retardation could not correctly define the concepts and select the relevant pictures. Also, there were difficulties in responding to the selection of synonyms. Consequently, based on the results of the recording experiment, we can conclude that the development of the language criterion for children of preschool age with intellectual disabilities is not sufficient.
Also, in the process of experimental research, the following psychological and pedagogical conditions as
the presence of an emotional and communicative-activity component in the educational process of a preschool institution and the establishment of close trust relationships in the system "teacher-child-parents" using the following forms of work: creative didactic games, moments of admiration, psychogynamics, as well as counselling parents about the need to use the above-mentioned forms of work at home, were implemented. Consequently, at the forming stage of the experimental study, a correction-developing environment for children with mild mental retardation was created, correctional-developmental classes and other forms of work were carried out to develop the emotional sphere of children of the fifth year of life with intellectual disorders. The work allowed to raise the level of emotional development of children of the senior preschool age with a mild form of mental retardation.
During the lessons we observed an increase in the activity of children. It is also necessary to emphasize that the initiative of children, their activity to fantasize in the compilation of their own works, stories, stories has increased significantly. Children freely express the purpose of their work, almost everyone is trying to plan work and perform it according to a given plan. Children rationally take special actions to achieve the desired goal, but some of them are still not well enough to coordinate their actions with the purpose.
Correctional development lessons with children of the senior preschool age with a mild form of mental retardation should be carried out by specialists who have a good command of the literary norms of the Ukrainian language and have a high level of spoken skills. It should be noted that corrective-developmental lessons should not be formal in nature, they are mostly group (8-10 children) and individual-group (4-6 children) lessons depending on the age of children and the content of training. Technical means should be used with caution, they should in no case replace or displace the sample of specialist's speech in Ukrainian, nor should they limit the speech activity of children with mild mental retardation. It should be remembered that the effectiveness of correction-developmental activities depends on the proportion of speech, cognitive and emotional activity of each child in them. A comparative analysis of the results of the experimental and control groups at the conclusive stage of the experimental study is presented in more detail in Table 1 and Fig. 1
Table 1
Comparative analysis of the results of the experimental and control groups at the conclusive stage of __the experiment_
Levels of the development Experimental group Control group
Recording stage Conclusive stage Recording stage Conclusive stage
Sufficient level 20 % 80 % 20 % 20 %
Medium level 40 % 20 % 20 % 20 %
Low level 40 % - 60 % 60 %
Ö <u
T3
80 -
70 -
60 -
50 -
O
40
<u -Q
e
I
30 -
20 -
10 -
I Recording stage | Conclusive stage
Sufficient Medium Low Experimental group
Sufficient Medium Low Control group
Fig. 1. Comparative analysis of the results of the experimental and control groups at the conclusive stage of the
experiment.
It should be noted that 80 % of experimental group children and 20 % of control group children reached a sufficient level during the experimental study. 20 % of experimental group children and 20 % of control group children reached a medium level. Relatively low results, they showed 0 % of the experimental and 60 % of the control group of children in experimental study.
Conclusions. Thus, the creation of a correction-developing environment, taking into account the peculiarities of individual development of children, is one of the psychological and pedagogical conditions for effective development and correction of children with intellectual disorders. The characteristic of the proper values of components of the correction-developing environment at a high level, forecasting and taking into account the difficulties of implementation in the practice of the work of the educational institution is the basis for analyzing the quality of the functioning of the components of the correction-developing environment. The specification of each transformation allows for variational influences and effective conditions for their implementation. The strategy of interaction of a teacher, a psychologist, a specialist with parents in the correction-developing environment is characterized by the attitude towards them as active subjects of the given environment, subjects of psychological and pedagogical support of the child with violations of mental functions. The integration of the child's development environment is ensured by motivating parents to participate in the correctional-pedagogical process, education, train-
ing, and the formation of an active position of the parents and the child as subjects of the correction-developing environment.
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