Open AccessTheoretical foundations of the development of higher mental functions in primary schoolchildren in the context of inclusive education
Author(s) -
Marina A. Oleshkevich,
Ele. Azletskaya
Publication year - 2020
Publication title -
pedagogika: istoriâ, perspektivy
Language(s) - English
Resource type - Journals
ISSN - 2686-9969
DOI - 10.17748/2686-9969-2020-3-5-120-130
Subject(s) - context (archaeology) , psychology , personality , mental development , developmental psychology , position (finance) , inclusion (mineral) , personality development , work (physics) , pedagogy , mathematics education , social psychology , paleontology , finance , economics , biology , mechanical engineering , engineering
The article analyzes the definition of the concept of higher mental functions. It has been determined that primary school age is a very important stage in the development of a child's personality, and in particular, higher mental functions. Going to school brings major changes in a child's life. The whole way of his life, his social position, position in the collective, family is completely changed. Attention is paid to the concept and essence of inclusive education. It is concluded that inclusive education involves the solution of both educational tasks and correctional, developmental, educational. One of the directions in the work in the conditions of this training is the development of the cogni-tive sphere, higher mental functions. In the context of inclusive education, systematic and purposeful work is carried out to develop the higher mental functions of both chil-dren with normal development and children with disabilities.