Часовий аспект образу Я у дітей старшого дошкільного віку із затримкою психічного розвитку

Abstract

The article presents the results of an empirical study of the features of the temporal aspects of the image of the self in children with mental retardation. It is shown that the most adequate way of knowing time can be selectivity in the perception of life events, the subjectivity of their assessments, arbitrariness in interaction with time. Subjective time is an important component of the development of personal selfawareness. Unfortunately, in the modern domestic scientific space the temporal aspects of self-consciousness are presented on normative samples. For children with special educational needs, there are no such studies. The results of the empirical study significantly expand the boundaries of the notion of the peculiarities of children's self-awareness of mental retardation associated with the time of their own lives, as it contributes to the development of their self-organization and further inclusion in social life. The study was conducted with comparison groups, but since most of the results of children in the mental retardation group 6-7 years are similar to children 4-5 years, the research interest was focused on only one age sample of children with mental retardation. It was stated that they have a weaker attitude to age groups than in the group of 4-5 years of normative development, and the content of the age itself is not reflected by any visual means. In addition, temporal elections were made situationally, and the motivation for elections was rarely realized and verbalized. It turned out that children with mental retardation have difficulty describing their past, the emotional component of memories is often negative. A diagnostic game was developed, in the process of which children's behavior was monitored according to the parameters: acceptance of the task, interest in such activities; involvement in the game situation as an indicator of motivational activity; role claims; the impact of a delayed goal on behavior and activities; ways to achieve the goal; memorizing the original meaning of the goal. It was found that children with mental retardation do not always accept and retain the game task, they rarely remember anything more than the fact of action in the near future, they do not remember the role responsibilities of players.