Abstract
The study aimed to identify the effectiveness of cognitive play in developing the self-confidence of the mentally handicapped who are able to learn, and verify the effectiveness of the program, and the study sample consisted of (20) children with intellectual disabilities who are able to learn who are inIntellectual Education. The study sample was divided into two groups.The experimental group(10)children, and the control group (10) children, of the mentally handicapped children who are able to learn, their ages ranged between (9-12), and their IQs ranged between (50-70), and the researcher used in the study the quasi-experimental approach The researcher applied the following tools to the study sample: the Stanford Binet Scale (5thimage), citation and preparation. The self-confidence scale, andthe existing training program.On the cognitive play used in the current research, the researcher numbers, and the results of the study revealed.There are statistically significant differences between the average scores of children in the post-measurement on the scale of self-confidence.There are statistically significant differences between the mean scores of the control group and the experimental group on the self-confidence scale in the post-measurement in favor of the experimental group .Predicting the effectiveness of the training program based on cognitive play in developing self-confidence in mentally handicapped children who are able to learnduring COVID-19 pandemic.
Highlights
The problem of disability is considered one of the most severe problems affecting society, and among the most of these disabilities is the severity of mental disability, as it has been known since ancient humiliation
The mentally handicapped feeling that others appreciate him leads to an increase in his self-esteem and an improvement in self-confidence, and on the contrary, when he feels a lack of appreciation of others, he feels failure and helplessness, which makes him lose confidence in himself and is reluctant to participate in any positive activity. (Eman Fouad Al-Kashef, 2005)
"And if cognitive play is dealt with by a mentally handicapped child, we find that usually a child who suffers from intellectual disability loves to participate in various games, but the problem is to keep his interest in it as he usually prefers to withdraw to try something else, and sometimes the process of giving the child a job is successful
Summary
The problem of disability is considered one of the most severe problems affecting society, and among the most of these disabilities is the severity of mental disability, as it has been known since ancient humiliation. The researcher dealt with cognitive play in all its directions within the training program as an independent variable, with the aim of developing self-confidence as a dependent variable among the mentally handicapped who are able to learn, as meaningful play is an effective method for educating people with intellectual disabilities. We find that play represents educational and psychological roles in a child's life, and provides many educational functions, and is of great importance for children's lives and the formation of their personalities, and the importance of play can be summarized as follows: 1- Educational importance: Play is a major form that shows the child's activity, and in which thinking, perception and imagination grow, and develops his linguistic abilities, and it is a way to express his emotions, develop willpower and decision-making ability, and direct him towards moral situations to a large extent, and play is an educational tool that helps: A- Creating the individual's interaction with the various elements of the environment in order to develop the child's personality.
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call