Особливості та модель формування “Я-образу” у школярів з тяжкими порушеннями мовлення

Abstract

"I-image" is a component of "I-concept", where "I-concept" is taken as a complex dynamic system that develops under the influence of the life-long socio-cultural environment of the individual. "I-image" is considered a cognitive component of the "I-concept", which determines the deep essence of a human, their self, and authenticity. The development of "I-image" in children with normative development happens consistently, through awareness and perception of themselves as the subjects of activity, participants in the situation of interaction and communication in their families and society. Peculiarities of “I-image” in children of middle school age with typical development are not clearly described, and in children with severe speech disorders (hereinafter – SSD) they have not been specially studied. At the same time, there is reason to believe that the development of this component of consciousness can be specific in these children. In general, the problem is relevant for the study, especially when the inclusive form of education for these children is introduced and teachers complain about their age-inappropriate behavior in lessons, lack of independence in learning, and so on. Thus, the study of "Iimage" in this category of children can provide ways to solve a significant number of problems in their learning. The main objectives of the research were studying and characterizing the development of "I-image" in children of secondary school age and forming a program model for the harmonious development of "I-image" using lexical and semantic components of speech, taking into account the identified indicators. The study of "I-image" using the projective method "Human Drawing" and the analysis of collected materials allowed us to identify and present features of the development of "I-image" in middle schoolchildren with typical development and SSD on the following parameters: 1) compliance with physiological age; 2) attitude to one's appearance; 3) awareness of themselves, their inner potential; 4) self-control over their internal states and their external manifestations; 5) relations with society. It was found that deformations of the "I-image" are characteristic of both children with typical development and speech disorders, although each category has its own specifics. Thus, we found the necessity of directing correctional education to the formation of: 1) general awareness, which will expand the range of interests of the child necessary for future self-realization; 2) a conscious attitude to external and internal self (their real capabilities); 3) self-control; 4) conscious attitude to inner experiences and emotional manifestations.