Особливості емоційних переживань учнів з інтелектуальними порушеннями у навчально-пізнавальній діяльності

Abstract

The beginning of school education means the transition from play activity to teaching as a leading activity of the younger school age, in which the basic mental tumors are formed. The educational and cognitive activities of students with mild intellectual disabilities are emotional in the occurrence of emotional experiences. Emotional experiences significantly influence the characteristics of the initial cognitive activity, in particular, such an impact can be both positive - regulating and negative - disorganizing. It is common ground that most students with mild intellectual disabilities experience wall emotions during the course of educational and cognitive, but there is a group of students who are anxious. It is established that positive emotional experiences (joy, curiosity) are caused by educational and cognitive activity in the lessons of reading, physical education, work training, art. In most cases, behavioral expressions of anxiety are found in students in mathematics and Ukrainian. All younger students are characterized by violations of the intensity of expressive emotional expressions by type of enhancement, duration (emotional lability) and reactivity (indifference to the teacher's assessment), violation of adequacy and control. Violation of intellectual regulation of behavioral expressions of emotional experiences clearly manifests in the attitude of students with mild intellectual disabilities to the assessment. Negative emotions that result from a low grade determine the attitude of children to the subject, the teacher, and learning in general, and the low grade does not have an educational value for them.