Abstract
Modern science is actively studying developmental disorders in preschool children with mental retardation. Many mechanisms for the formation of mental retardation in preschoolers have been elucidated. It is recognized that the preschool age is most favorable for the successful correction of the development of such children. Considering that the general development is directly related to the level of speech formation and the mental activity, it was decided to evaluate the corrective possibilities of logorhythmics in children with mental retardation. To assess the developmental characteristics of such children, a set of complementary research methods was applied in dynamics. It includes: the “House” method, the method of studying the sound-absorbing side of speech, the method of studying attention “Find the difference”, the method of studying thinking “Understanding pictures with hidden meaning”, the method of researching the level of vocabulary development and general awareness “Show and tell”. The author’s logorithmic correctional program showed its advantages in comparison with the traditional correction in relation to the development of personal, intellectual and speech development in children with mental retardation. This was confirmed during the comparison of the results of correction in the experimental and control groups, which proved that logopedic rhythmics is the preferred means of enhancing development in preschool children with mental retardation.
Highlights
It is recognized that the preschool age is most favorable for the successful correction of the development of such children
Considering that the general development is directly related to the level of speech formation and the mental activity, it was decided to evaluate the corrective possibilities of logorhythmics in children with mental retardation
To assess the developmental characteristics of such children, a set of complementary research methods was applied in dynamics
Summary
The conducted research has been approved by local ethical Committee under K.G. Razumovsky Moscow State University of technologies and management on the 15-th September 2016 (protocol No 9). In the case when the child makes a mistake, you should ask him leading questions in order to convey the plot meaning It happens that such help is not quite effective, you should start telling that the children in the process of the story could understand and correct their mistakes. “ Processing Results 3 points (high level) - the child answered all the questions correctly. 1 point (low level) - the child practically did not understand the instructions and answered correctly less than half the questions. The results of the children examination of the experimental and control groups according to the applied methods are presented in table 2.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
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 callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
