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1 Педагогічні науки: теорія, історія, інноваційні технології

1 2014

1 Тарасова В.

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ПІЗНАВАЛЬНА АКТИВНІСТЬ ЯК ЗАСІБ ФОРМУВАННЯ ЗВ’ЯЗНОГО МОВЛЕННЯ В ДІТЕЙ З ІНТЕЛЕКТУАЛЬНИМ НЕДОРОЗВИНЕННЯМ

100%

Тарасова В.

nr 9(43)

192-199

The article notes that the problem of implementation of the potential of children with mental retardation, their social adaptation to life, becomes increasingly important in Ukraine in connection with a tendency to increasing the number of children in this category and the small number of studies on the issues of education and upbringing. For a long time the children of this category were considered incapable of learning. In modern scientific literature raises the question of implementation of the potential of these children in the educational activity, the possibility of integrating them into society. One of the incentives for the development of connected speech, including in the form of communication and dialogue, is the activity of the child, due to his natural information needs of reality based on existing experience. From this perspective, the promotion of cognitive activity may be one of the means of forming coherent speech at pupils with intellectual underdevelopment. Driving force, enabling active cognitive manifestations of children is cognitive interest. At present, the content of remedial work to stimulate cognitive activity as a means of forming a dialogue to be developed, and the problem of finding new effective approaches to diagnosis and formation of coherent speech via stimulation of cognitive activity becomes particularly relevant. Improving correctional-educational work should take into account the dynamics of psychiatric and personality of the preschooler. Early and targeted correctional and educational work carried out with children at an early agemaximizes adjust of their existing disorders and helps in the prevention of secondary personality disorders, more successful schooling of these children. The relevance and importance of the problem of speech disorders and their correction in children with intellectual underdevelopment is determined, above all, a close relationship between the processes of development of speech and cognitive activity of the child. Correction of speech disorders in schoolchildren with intellectual underdevelopment should be closely linked with the development of their cognitive activity, analysis, synthesis, comparison, generalization, abstraction.