Thinking patterns of primary school children suffering from the cerebral palsy

The present work contains the results of comparative psychological and pedagogical study of thinking patterns of normal primary school children and of those suffering from the cerebral palsy. Some of the characteristics of thinking based on clinical forms of disturbance, the severity of cerebral palsy are described here. © IDOSI Publications, 2014

Comparative study of mental activity of primary school students with different clinical forms of cerebral palsy

© Medwell Journals, 2015. Changes in the system of education in Russia as well as orientation towards inclusive education made important the issue of creation of conditions for psychological and pedagogical support of challenged children. Successive inclusion of the primary school students with musculoskeletal disorders is possible given that the specific features of their mental activity are taken into account. The study offers a theoretical review devoted to the problem of cognitive disorders in children with cerebral palsy and a comparative study of peculiarities of mental activity of children with little's disease, hemiparetic and hyperkinetic forms of Infantile Cerebral Palsy (ICP). The study describes characteristics of the components of mental activity (motivational, operational, regulatory) of the primary school children with musculoskeletal disorders depending on sidedness and severity of a disorder, the degree of intellectual and speech development. It was stated that children with ICP (right-sided hemiparesis, Little's disease) combined with mental retardation are distinguished by difficulties with the operational and regulatory mental activity components. Children with ICP (hyperkinetic form, left-sided hemiparesis, little's disease) and normal rate of mental development demonstrate decrease of the motivational and operational component indices. The revealed qualitative characteristics place emphasis on disproportionality of the principal mental activity components and necessity of their consideration in the system of psychocorrective work under the conditions of inclusive education

Development of higher mental functions in first-graders during the school year depending on the intensity of educational activities

© 2016 Svinar.The relevance of the investigated problem is caused by the fact that most children who start to study do not have a good level of higher mental functions. It leads to difficulties at school and health problems. The article aims at estimating the level of higher mental functions and the degree of educational motivation development among first-graders depending on the intensity of educational activities. The leading methods used to investigate the problem are methods of mental function evaluation of younger students. The article reveals the effect of educational activities, including intensive activities, on the development level of higher mental functions of first-graders. The results prove that the level of spatial visualization ability and short-term auditory rote memory of first-formers taking 3- or 4-year primary education program increases; and these changes are greater among students taking 3-year primary education program. This education system also contributes to increase of short-term auditory memory and semantic voluntary attention (primarily among boys). Intensive educational activities (1-3 system) provide greater motivation and efficiency of training activities than less intensive educational activities (1-4 system). The article is of practical value to educational activities managers, primary school teachers and school psychologists

Development of higher mental functions in first-graders during the school year depending on the intensity of educational activities

© 2016 Svinar.The relevance of the investigated problem is caused by the fact that most children who start to study do not have a good level of higher mental functions. It leads to difficulties at school and health problems. The article aims at estimating the level of higher mental functions and the degree of educational motivation development among first-graders depending on the intensity of educational activities. The leading methods used to investigate the problem are methods of mental function evaluation of younger students. The article reveals the effect of educational activities, including intensive activities, on the development level of higher mental functions of first-graders. The results prove that the level of spatial visualization ability and short-term auditory rote memory of first-formers taking 3- or 4-year primary education program increases; and these changes are greater among students taking 3-year primary education program. This education system also contributes to increase of short-term auditory memory and semantic voluntary attention (primarily among boys). Intensive educational activities (1-3 system) provide greater motivation and efficiency of training activities than less intensive educational activities (1-4 system). The article is of practical value to educational activities managers, primary school teachers and school psychologists

Specific aspects of forecasting and perception of the norm by juniour schoolchildren with developmental disorders

Introduction: juniour schoolchildren with special needs should take into account the existing system of norms and rules in the school space. They should understand both their own inner world and that of surrounding people, but in conditions of deficiency dysontogenesis, the inability to forecast the outcome of any situation and the use of irrational behavioural strategies reduce the opportunities for successful social adaptation. The purpose of this study is to identify the specifics of forecasting and understanding normative situations by juniour schoolchildren with musculoskeletal system disorder, as well as with vision, hearing and speech impairment. Materials and Methods: to study the forecasting specifics of juniour schoolchildren, we used the guessing game methodology by L. I. Peresleni. We studied the specific character of normative behaviour using a set of methodologies: Perception of the normative situation by A. K. Pashchenko, Anticipation of the outcome with violation of the norm by V. P. Ulyanova, and Identification of the cultural congruity of juniour schoolchildren by L. F. Bayanova. Results: the study made it possible to identify the forecasting characteristics of juniour schoolchildren with normative development and with vision, hearing, speech impairments and musculoskeletal disorder. Students with developmental disabilities experienced forecasting difficulties, associated with decreasing sustainability of voluntary attention and its distribution in the course of the activity. The perception of norms by schoolchildren with developmental disorders often depended on random, brightly coloured emotional events or objects. The norms were differentiated more successfully in a situation of communication, than in educational activity. Discussion and Conclusions: the obtained data are consistent with the results of the studies by national and foreign scientists, who note that children with health limitations lack understanding of the need to comply with social norms. They follow irrational strategies for forecasting and assessing their own actions and the behaviour of people around them. However, these studies are fragmentary; not all types of deficiency development have been studied. The aspects of forecasting normative behaviour of schoolchildren with health limitations in the situations of social interaction revealed in the study can be useful in the development of diagnostic tools that make it possible to evaluate the prognostic ability of a child with developmental disorders and to assess the risks of socialisation disorders

Anticipation in the structure of psychological mechanisms of deviance: Analytical research review

© Serials Publications. At the present stage of psychology and pedagogy development one of the urgent tasks is the study of the basic directions, trends and priorities of research on the study of specific psychological anticipation indicators of children with disabilities in national and world science. The urgency of this problem is related to the need to explain the psychological content of socialization processes disorders in the preschool and early school age. The aim of this study is analysis of studies on the neurophysiological, psychophysiological basis of anticipation, anticipation role in providing cognitive mental processes, anticipation development in ontogenesis, features of probabilistic forecasting in health and disease. The analysis of studies revealed the following differences: On the one hand, of the behavioral disorders problem in children with disabilities in preschool and early school age (types, forms, clinical and psychological aspects, etc.) as well as the problems of deviant behavior in adolescents (approaches, theories, phenomenology, typology, factors) and, on the other hand, undeveloped mechanisms and factors in the transformation of abnormal behavior into the deviant one. The role of anticipation phenomenon in these age-related mechanisms, which great importance is proved in relation to deviations in adolescents and adults is not studied; the relation of anticipation to the formation of a latent deviance in disontogenesis is studied even in a lesser degree. The results of the comparative analysis let the authors conclude that the study of the ant icipation phenomenon and its role in the structure of behavioral disorders in children with disabilities is an important and unsolved scientific problem for psychology

Comparative study of mental activity of primary school students with different clinical forms of cerebral palsy

© Medwell Journals, 2015. Changes in the system of education in Russia as well as orientation towards inclusive education made important the issue of creation of conditions for psychological and pedagogical support of challenged children. Successive inclusion of the primary school students with musculoskeletal disorders is possible given that the specific features of their mental activity are taken into account. The study offers a theoretical review devoted to the problem of cognitive disorders in children with cerebral palsy and a comparative study of peculiarities of mental activity of children with little's disease, hemiparetic and hyperkinetic forms of Infantile Cerebral Palsy (ICP). The study describes characteristics of the components of mental activity (motivational, operational, regulatory) of the primary school children with musculoskeletal disorders depending on sidedness and severity of a disorder, the degree of intellectual and speech development. It was stated that children with ICP (right-sided hemiparesis, Little's disease) combined with mental retardation are distinguished by difficulties with the operational and regulatory mental activity components. Children with ICP (hyperkinetic form, left-sided hemiparesis, little's disease) and normal rate of mental development demonstrate decrease of the motivational and operational component indices. The revealed qualitative characteristics place emphasis on disproportionality of the principal mental activity components and necessity of their consideration in the system of psychocorrective work under the conditions of inclusive education

Thinking patterns of primary school children suffering from the cerebral palsy

The present work contains the results of comparative psychological and pedagogical study of thinking patterns of normal primary school children and of those suffering from the cerebral palsy. Some of the characteristics of thinking based on clinical forms of disturbance, the severity of cerebral palsy are described here. © IDOSI Publications, 2014

Comparative study of mental activity of primary school students with different clinical forms of cerebral palsy

© Medwell Journals, 2015. Changes in the system of education in Russia as well as orientation towards inclusive education made important the issue of creation of conditions for psychological and pedagogical support of challenged children. Successive inclusion of the primary school students with musculoskeletal disorders is possible given that the specific features of their mental activity are taken into account. The study offers a theoretical review devoted to the problem of cognitive disorders in children with cerebral palsy and a comparative study of peculiarities of mental activity of children with little's disease, hemiparetic and hyperkinetic forms of Infantile Cerebral Palsy (ICP). The study describes characteristics of the components of mental activity (motivational, operational, regulatory) of the primary school children with musculoskeletal disorders depending on sidedness and severity of a disorder, the degree of intellectual and speech development. It was stated that children with ICP (right-sided hemiparesis, Little's disease) combined with mental retardation are distinguished by difficulties with the operational and regulatory mental activity components. Children with ICP (hyperkinetic form, left-sided hemiparesis, little's disease) and normal rate of mental development demonstrate decrease of the motivational and operational component indices. The revealed qualitative characteristics place emphasis on disproportionality of the principal mental activity components and necessity of their consideration in the system of psychocorrective work under the conditions of inclusive education

Thinking patterns of primary school children suffering from the cerebral palsy

The present work contains the results of comparative psychological and pedagogical study of thinking patterns of normal primary school children and of those suffering from the cerebral palsy. Some of the characteristics of thinking based on clinical forms of disturbance, the severity of cerebral palsy are described here. © IDOSI Publications, 2014