Abstract
The authors of the article have analyzed scientific research on the problem of the formation of cognitive readiness for educational activity in children with autism spectrum disorders of senior preschool age. It is noted that for children with autism spectrum disorders, a special approach should be applied with a focus on world standards and effective methods of correction and training should be developed. It is revealed that today the psychological and pedagogical correction of the development of autism does not have unambiguity and consistency regarding technologies and methods that would help to effectively overcome autism spectrum disorders and contribute to the effective preparation of autistic children for educational activities. The content of the concept of "cognitive readiness" is revealed as a prerequisite for the development of psychological characteristics and preparation of a child with autism spectrum disorders of senior preschool age for learning activities. The features of the use of correctional technologies to increase the level of cognitive readiness for educational activity of children with autism spectrum disorders of senior preschool age have been determined. It was revealed that the main condition for the formation of cognitive readiness for educational activity in children with autism spectrum disorders of senior preschool age is the use of ABA therapy technology, the TEACCH program, (PRT), PECS, sensory integration. It is revealed that the program (TEACCH, PECS) reflects a clear algorithm of actions, encourages mental operations; method (ABA-therapy) improves the stability of concentration, memory development, forms learning behavior; (PRT) promotes the development of motivation in a child with autism spectrum disorder of senior preschool age, self-management. The formation of imagination and perception of the surrounding world is carried out in the process of conducting classes with sensory integration. It is proved that the formation of cognitive readiness for educational activity in senior preschoolers with autism spectrum disorders is an important factor in the realization of personal potential and social adaptation.
Highlights
IntroductionThe current stage of development of the theory and practice of special pedagogy and psychology is characterized by increased attention to in-depth study of the peculiarities of mental development of children with autism spectrum disorders of senior preschool age, cognitive abilities, to identifying the features of the formation of cognitive readiness for educational activities, mental functions, development of the emotional-volitional sphere, social relations, communicative behavior, which is of great scientific and practical importance
Autism is an extremely complex problem in both theoretical and practical aspects
For the formation of cognitive readiness for educational activity in children with an early spectrum of autism in senior preschool age, it is necessary to use ABA therapy technologies, the TEACCH program, (PRT), PECS, sensory integration, which improve the formation of components of cognitive readiness: memory, attention, perception, thinking, imagination
Summary
The current stage of development of the theory and practice of special pedagogy and psychology is characterized by increased attention to in-depth study of the peculiarities of mental development of children with autism spectrum disorders of senior preschool age, cognitive abilities, to identifying the features of the formation of cognitive readiness for educational activities, mental functions, development of the emotional-volitional sphere, social relations, communicative behavior, which is of great scientific and practical importance. Identifying the early symptoms of autism spectrum disorder allows you to understand the problem and, provide effective corrective assistance. The main condition for teaching children with autism spectrum disorders of senior preschool age is student-centered learning, the introduction of innovative educational technologies that provide for a corresponding shift in emphasis in educational activities, and its focus on the (2020), «EUREKA: Social and Humanities» Number 4 development of cognitive readiness for educational activities. The educational process today must be oriented towards the personality of a child with autism spectrum disorders and take into account his individual characteristics
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