Open AccessThe importance of speech in the development of visual forms of thinking of primary school children with intellectual disabilities
Author(s) -
Iryna Uzhchenko,
AUTHOR_ID
Publication year - 2021
Publication title -
vìsnik lugansʹkogo nacìonalʹnogo unìversitetu ìmenì tarasa ševčenka. fìlologìčnì nauki
Language(s) - English
Resource type - Journals
ISSN - 2227-2844
DOI - 10.12958/2227-2844-2021-8(346)-1-108-116
Subject(s) - psychology , literal and figurative language , memorization , intellectual development , scope (computer science) , developmental psychology , visual thinking , mental development , object (grammar) , cognitive psychology , linguistics , mathematics education , computer science , philosophy , programming language
The article is devoted to the study of the peculiarities of the process of transition from visual-actuating to visual-figurative thinking in children with violations of the intelligence of junior school age. Specificity of speech disorders and its correction in children with violations of intelligence are determined by the peculiarities of higher nervous work and their mental development. Children with violations of intellectual development may have different speech violations, which negatively affects the development of thinking processes, memorization, imagination, psycho-emotional, personal and communicative development. Consequently, the broadcast of children with intellectual violations require specially organized correctional and development work. Increase in intellectual development encompasses stable violations and delay in mental development. There is a certain degree of levels that develop the intellectual scope of the child. The article describes the psychological content of visual types of thinking, preconditions, mechanisms and dynamics of its development, stages of formation of on-eye thinking in ontogenesis. The role of broadcasting in the formation of visual-figurative thinking in children with violations of intelligence is revealed. The conducted research allowed to determine the qualitative features of insufficient formation of visual types of thinking in junior schoolchildren with violations of intelligence.