The development of potential of students with a creative approach to education

Natalia Shutova,Svetlana Sorokoumova,Olga Suvorova,Natalia Ivanova,D Rudoy,A Olshevskaya,N Ugrekhelidze

doi:10.1051/e3sconf/202127312037

Abstract

The article presents a fragment of a research project devoted to studying the impact of the musical influence system on the mental development of mentally retarded children. The author’s approach to the criterion-oriented assessment of the levels of preschoolers’ psychomotor development is applied. Three estimated levels of children’s psychomotor development are used to assess both the actual features of this development and potential opportunities. The ascertaining experiment made it possible to reveal a significant motor impairment in mentally retarded children of theageof 6–7: difficulties in performing movements in accordance with the instructions; disorders of motor and spatial coordination; decreased motor memory; distortions of tempo, rhythm, and amplitude of movements (63.6%). The development program “Music and Dance of My Body” made it possible to actualize the children’s psychomotor potential through musical-motor improvisation. The program was aimed at developing a sense of rhythm, motor skills, forming correct posture, children’s expressive movements and facial expressions, spatial coordination. The program allowed increasing the percentage of children with an average level of psychomotor development from 33.9% to 57.0%. According to the results of the control stage, the dynamics of development were statistically significant at a high level of reliability (p = 0.001).

Highlights

Preschool age is a period of intensive formation of a child’s psyche and body
Mental retardation (MR) in preschoolers is manifested in all spheres of personal and general mental development, affecting, among other things, the psychomotor sphere
The ascertaining experiment made it possible to reveal a significant lag in the psychomotor development of mentally retarded preschoolers in comparison with normotypical children

Summary

Introduction

Preschool age is a period of intensive formation of a child’s psyche and body. The psychomotor sphere plays a special role in the development of a preschooler’s psyche.In current Russian research, a high percentage of preschoolers (from 25% to 40%) with low indicators of the psychomotor sphere development is stated: static and dynamic coordination, speed, clarity, smoothness of movements, fine motor skills; perception and memorization of movement patterns; efficiency and synchronicity of movements, motor self-control and motor self-regulation in general [1,2,3,4].Mental retardation (MR) in preschoolers is manifested in all spheres of personal and general mental development, affecting, among other things, the psychomotor sphere. In current Russian research, a high percentage of preschoolers (from 25% to 40%) with low indicators of the psychomotor sphere development is stated: static and dynamic coordination, speed, clarity, smoothness of movements, fine motor skills; perception and memorization of movement patterns; efficiency and synchronicity of movements, motor self-control and motor self-regulation in general [1,2,3,4]. Luria noted the close connection between fine motor skills and speech development, studied the role of speech regulation of movements in a complex, detailed voluntary activity [7]. Luria and Zaporozhets studied such determinants in the development of children’s voluntary movements as imitation, orientation-research actions based on the perception of images and words, speech, purposeful activity, personality traits of a child [7, 8]. A number of researchers point to the immaturity of their voluntary sphere: it is difficult for the children to concentrate, they experience difficulties in switching attention and working according to the model and instructions, which affects the solution of tasks requiring a motor response [9]

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