Open AccessPSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR THE DEVELOPMENT OF MORAL BEHAVIOR IN OLDER PRESCHOOLERS WITH MENTAL RETARDATION
Author(s) -
V.V Kisova
Publication year - 2021
Publication title -
karelʹskij naučnyj žurnal
Language(s) - English
Resource type - Journals
eISSN - 2712-9772
pISSN - 2311-0104
DOI - 10.26140/knz4-2021-1001-0005
Subject(s) - psychology , developmental psychology , moral development , dramatization , active listening , relevance (law) , context (archaeology) , mental development , social psychology , psychotherapist , art , paleontology , literature , political science , law , biology
The article presents the results of an experimental study of the moral behavior of older preschoolers with mental retardation. The relevance of the study in the context of modern requirements of the Federal State Standard of Preschool Education is indicated. The author analyzes modern studies of the moral sphere of normally developing preschoolers and their peers with mental retardation. The methodological substantiation of experimental approaches to the study of moral behavior in preschool childhood is given. The main stages of the psychological and pedagogical program for the development and correction of moral behavior of older preschoolers with mental retardation are presented. The article describes the main correctional and developmental tools used in working with children: didactic and story-role-playing games, reading children's fiction, watching cartoons, listening to music, dramatization games, problem situations. Determined by the psychological and pedagogical conditions for the development of moral behavior of preschool children with mental retardation: development of special humanistically directional relations to peers and adults; developing children's conscious decision to follow moral norms; the introduction of preschoolers to practice moral behavior; creating conditions for the development of children moral habits on the basis of the consolidation standards of moral conduct. Further prospects of psychological and pedagogical research in this direction are indicated.