ФОРМУВАННЯ ІГРОВОЇ ДІЯЛЬНОСТІ У ДІТЕЙ З ОСОБЛИВОСТЯМИ ІНТЕЛЕКТУАЛЬНОГО РОЗВИТКУ

Abstract

The article considers game technologies as a form of work with children with moderate and severemental retardation. The article describes the peculiarities of the development of play activities of children with moderate and severemental retardation,definescertaing a metechnologies that are used in work with this category of children. Play is the mainactivity of a preschoolchild. Through the game, the childgets to know thew orld aroundhim, his mental processes develop in the game. It was determined that children with moderate and severemental retardation of preschool ageplay very primitively, their game consists of monotonous movements. Attheinitial stage of organizing the behavior of this category of children, the most accessibleand useful are dance and movement games, which are accompaniedby a simplesongtext. In suchgames, the child gets the opportunity to perform exercises that gradually become more difficult and thatare easily in cludedin the game situation. In the life of a child with intellectual disabilities, play should be come a leading activity, providing the zone of his immediate development. However, this happens only when special conditions are created and the child is in cluded in the process of corrective and educational work, part of which is the purposeful formation of play activities. Most children with intellectual disabilities show aninsufficiently expressed and weakinterestintoys, this is a signof generall ow cognitiveactivity. In most cases, such children do not have favorite toys, as a resul to fwhich they begin to perform game actions with those who at the moment fall into their field of vision or attract them with their appearance, and not with the opportunity to realize a specific go a lin life, as happens in children with norm of development. Based on this, the interestis short-lived, unstable and the child quickly throws the toy away. All the sefeaturesle ad to a long delay in the development of all components of game activity. Some children have a selective interestintoys, their favorite toys stand out. However, this interest is blurred, unstable, which is manifested in the absence of even a short- termin clusion in the game process. The child is quickly distracted. There fore, properly organized play activity has a positive effect on the physical development of preschool children with intellectual disabilities, promotes the activation of their intellectual sphere, forms the arbitrariness of mental processes, there for econtributes to the harmonious development of the child's personality. In addition, the game develops and improves communication skills, which affects the success of socialization.