Особливості мотиваційно-ціннісного компонента соціалізованості молодших школярів з інтелектуальними порушеннями.

Abstract

The article considers the problem of socialization as a result of socialization of children at the stage of adaptation in primary school age in terms of normative development and mental dysontogenesis. Emphasis is placed on the importance of studying the features of the motivational and value component of socialization as determinants of socio-normative behavior. The motivational-value component of socialization, which reflects the manifestations of motivational-needs sphere of personality, features of student's attitude to social and moral norms, which is expressed in the following indicators: desire to imitate social and moral norms, content of personality motives, orientation of personality, its values is characterized. The aim of the article is to identify the features of the motivational and value component of socialization of primary schoolchildren with intellectual disabilities in a comparative aspect. It is established that primary schoolchildren with intellectual disabilities are characterized by a focus on meeting primitive needs, reducing self-criticism. The most important terminal values for primary students with intellectual disabilities are «health», «pleasure» and «materially secure life», the least important values – «acquisition of new knowledge», «public recognition». Significant moral values of junior schoolchildren with intellectual disabilities are accuracy and patience, precisely those values on which they are based in everyday life and educational activities. Primary students with intellectual disabilities do not have high-order values (spiritual, aesthetic, ethical, etc.), their semantics are not understood by children. This feature is due to the specifics of the development of their abstract-logical thinking. Uncritical and suggestive, inherent in these students, contribute to the fixation of socially desirable values and the formation of motives transmitted by educators and teachers, but these values do not acquire the character of personal meaning. Decreased criticality, ability to self-analysis and reflection were revealed. Children do not have the desire for self-improvement, overcoming shortcomings, negatively affects the development of higher values, the ability to regulate their own behavior.