A technique for diagnosing the properties of perception. Methods for the study of perception in children Methods for auditory perception for preschoolers
The child is explained that he will be shown several contour drawings, in which, as it were, many objects known to him are “hidden”. Next, the child is presented with rice. 4 and are asked to sequentially name the outlines of all objects “hidden” in its three parts: 1, 2 and 3.
The task execution time is limited to one minute. If during this time the child has not been able to complete the task, then it is interrupted. If the child completed the task in less than 1 minute, then the time spent on the task is recorded.
Note. If the person conducting the psychodiagnostics sees that the child begins to rush and prematurely, without finding all the objects, moves from one drawing to another, then he should stop the child and ask him to look in the previous drawing. You can move on to the next picture only when all the items in the previous picture are found. The total number of all items "hidden" in figures 1, 2 and 3 is 14.
Rice. 4. Pictures for the technique “What objects are hidden in the pictures?
Evaluation of results
10 points- the child named all 14 objects, the outlines of which are available in all three drawings, spending less than 20 seconds on this.
g_9 points- the child named all 14 objects, spending from 21 to 30 seconds to search for them.
6-7 points- the child found and named all the objects in 31 to 40 seconds.
4-5 points- the child solved the problem of finding all objects in 41 to 50 seconds.
2-3 points- the child coped with the task of finding all the objects in 51 to 60 seconds.
0-1 point- for more than 60 seconds, the child could not solve the problem of finding and naming all 14 objects "hidden" in three parts of the picture.
Conclusions about the level of development
10 points- very tall.
8-9 points- high.
4-7 points- average.
2-3 points- short.
0-1 point- very low.
DIAGNOSIS METHODS OF ATTENTION
The following set of techniques is intended to study the attention of children with an assessment of such qualities of attention as productivity, stability, switchability and volume. Each of these characteristics can be considered separately and at the same time as a particular assessment of attention as a whole. To diagnose the above characteristics of attention, various methodological approaches are proposed. In conclusion of the examination of the child, according to all four methods presented here, related to attention (methods 5, 6, 7 and 8), it is possible to derive a general, integral assessment of the level of attention development of a preschooler. All private assessments of attention, as in the previous case, are entered into the Individual Map of the Child's Psychological Development.
Method "Find and cross out"
“Now you and I will play such a game: I will show you a picture on which many different objects are drawn that are familiar to you. When I say the word "begin", you will begin to search for and cross out those objects that I will name along the lines of this drawing. It is necessary to search and cross out the named objects until I say the word "stop". At this time, you must stop and show me the image of the object that you saw last. After that, I will mark on your drawing the place where you left off, and again I will say the word "start." After that, you will continue to do the same, i.e. search for and cross out the given objects from the drawing. This will happen several times until I say the word "end". This completes the task."
In this technique, the child works for 2.5 minutes, during which five times in a row (every 30 seconds) he is told the words “stop” and “start”.
In this technique, the experimenter gives the child the task to look for and cross out any two different objects in different ways, for example, cross out an asterisk with a vertical line, and a house with a horizontal one. The experimenter himself marks in the child's drawing the places where the corresponding commands are given.
Processing and evaluation of results
When processing and evaluating the results, the number of objects in the picture viewed by the child for 2.5 minutes is determined, i.e. for the entire duration of the task, as well as separately for each 30-second interval. The data obtained are entered into the formula, which determines the general indicator of the level of development of the child at the same time two properties of attention: productivity and stability:
S=(0.5*N-2.8*n)/t
where S- indicator of productivity and stability of attention of the examined child;
dg - the number of images of objects in fig. 6 (7) viewed by the child during work; t - work time;
n - the number of errors made during the work. Errors are missed necessary or crossed out unnecessary images.
As a result of the quantitative processing of psychodiagnostic data, six indicators are determined by the above formula, one for
the entire time of working on the technique (2.5 min), and the rest - for each 30-second interval. Accordingly, the variable t in the methodology will take the value of 150 and 30.
Conclusions about the level of development
10 points- Attention productivity is very high, attention span is very high.
8-9 points– attention productivity is high, attention span is high.
4-7 points– attention productivity is average, attention span is average.
2-3 points- Attention productivity is low, attention span is low.
0-1 points- Attention productivity is very low, attention span is very low
We develop perception.
Perception is given to man for knowledge of the surrounding world. The main analyzer of the surrounding world is the eyes, with which a person sees. Language helps us feel taste. Feeling hearing manifested through the organs of hearing - the ears. With fingers, by touching the skin, a person feels objects - this is touch.
Preschool children perceive most of the information through sight and hearing, so it is very important to pay special attention to the development of visual and auditory imagination when preparing for school.
■ visual perception determines the speed of memorization and adequate reproduction of something from a book, from a board or from other manuals.
■ Level auditory perception can be identified if you ask the child to tell how he understood the text he read, or to compose a story from the picture.
In children of 6-7 years of age, at a sufficiently high level of development, there should be visual-spatial perception.
They should be able to:
Distinguish geometric shapes, highlight them in the objects of the surrounding world;
Characterize the spatial relationships of objects (right - left, above - below, on - behind, above - below, etc.);
Distinguish the spatial arrangement of figures, details on the plane;
Classify figures by shape, size, color;
Distinguish and highlight letters and numbers written in different fonts;
Mentally find a part of the whole;
Complete the figures according to the scheme, construct them from the details.
Tests to identify the level of development of perception in children
Test for the study of visual perception
The test determines the speed of memorization and adequate reproduction of the read material.
The child is shown plates with the image of objects.
Task for the child:
- Can you tell me what shapes these drawings are made of?
Figures are presented in order of difficulty.
Result
High level- the child correctly found all the shapes (circle, triangle, rectangle) or made 1-2 mistakes.
Average level- the child made 3-4 mistakes.
Low level- 5 errors or more.
To identify the level of selectivity of attention, the child can be offered to find only a circle, only a triangle.
Test for the study of auditory perception
The sentence “Sasha got up, washed, had breakfast, took a briefcase, went to school” is dictated to the child.
Task for the child:
Retell the order of actions of Sasha.
Result
High level: unmistakable answer.
Average level: 1-3 errors.
Low level: more than three errors.
Test "Graphic dictation"
To complete this task, prepare:
colored pencils: red, blue, green, yellow;
a sheet from a notebook in a box, marking a black dot on it - the beginning of the work.
Task for the child:
Take a red pencil. Count from the black dot to the right 2 cells. Color the third cell red.
Take the blue pencil. Count 4 cells up from the red cell. Color the fifth cell blue.
Take the green pencil. Color green the cell to the left of the blue cell.
Take the yellow pencil. Count down from the green cell down 6 cells. Color the seventh cell yellow.
Result
■ If the task is done correctly and evenly colored - an excellent result;
■ If mistakes are made - practice!
■ Mistakes include: wrong step in the direction, counting, starting point.
Perception exercises
1. Exercises to develop the ability to distinguish and highlight objects, as well as letters and numbers written in different fonts
Exercise 1.
Consider the drawing with the child (see illustration No. 1).
Task for the child:
- Count how many birds are hiding in the picture.
Exercise 2.
Consider the drawing with the child (see illustration No. 2).
Task for the child:
- What is shown in the picture? Color with pencils of different colors.
2. Look at the drawings with your child (see illustration No. 3).
Task for the child:
- Who is in the picture?
Exercise 3. "Sensitive hearing"
To complete the task, you need a small opaque box with a lid, as well as 7-9 pieces of items that fit easily into this box.
Task for the child:
- Determine by ear the number of items in the box.
The child, before saying the number, can hold the box in his hands and shake it over his ear.
Use a variety of items: buttons, toys, balls, candies, buttons, nuts. Follow to the lid of the box did not open spontaneously.
Exercise 4
To complete a task you need a transparent glass, as well as pieces of 10-15 small items that fit freely in this glass.
Task for the child:
- Determine at a glance the number of objects in the glass.
After that the glass with objects is shown to the child for 10-15 seconds. The glass is removed, and the child says how much, in his opinion, there are objects in the glass.
Use different items: buttons, matches, balls, sweets. Candies after completing the task can be given to the child and just eat.
Exercise 5. "Gentle fingers"
To complete the task, you need an opaque bag or bag and pieces of 8-10 different pieces of rope, laces or wire 10-15 cm long.
Task for the child:
- Determine by touch the number of segments in the bag.
The child, fumbling with his hand in the bag, names how many, in his opinion, there are different segments in the bag.
2. Exercises for the development of skills to characterize spatial
relationship of objects
(right - left, above - below,
on - behind, above - below, etc.)
The objectives of these exercises:
■ to teach to distinguish between objects located in front and behind from oneself and other people;
■ learn to correctly name objects located in front and behind, to the left and to the right, above and below from oneself and another person.
■ learn to distinguish between your left and right hand.
How to introduce your child to concepts
"forward - back", "right - left", "up - down"
Start learning direction "forward" and "back" the child can by the example of his body. In front are the eyes (ask the child to touch them), nose, mouth, etc. Behind the person is the back.
After that, the child can show the familiar parts of the human face and body on a doll or drawing. To reinforce the concepts of "forward - backward", ask the child to take a step forward, two steps back on command.
The child gets acquainted with the concepts of "right - left" on the example of the right and left halves of his body: right and left hand, ear, eye, right and left parts of the body. For correct recognition, at first you can use multi-colored ribbons that are tied to the child's hands (for example, red - on the right, white or blue - on the left).
The child also gets acquainted with the concepts of "top - bottom" using the example of his body. The head is located above the body, the legs are lower, etc.
To consolidate these concepts, perform various types of physical minutes.
Exercise 1.
Tell us how the elements of the pattern are located on the card (in the center, in the lower left corner, etc.).
Exercise 2.
Examine the drawings with the child (see illustration No. 4).
Task for the child:
- Where is the monkey in relation to the palm tree? When answering, the child should use the words: on the left, on the right, on, behind, in front.
Useful advice
Play with your child an explanation game aimed at developing spatial thinking.
Rules of the game.
Two people are playing. The driver gives the command:
- Put the book on... (table, chair, sofa, etc.). The other player must show where to put the book.
use other prepositions: in, about, above, at, under, behind, in front of, etc.
Exercise 3
Consider the picture (see illustration No. 5). Help your child make up a story about what he sees using the words above, below, on, left, right, above.
Useful advice
Play with your baby's toys with your child. Ask him to put, for example, a doll in the middle of the table, a bear cub to the right of the doll, and a dog to the left.
Exercise-test 4.
If you want to check how your child has learned the concepts of "right - left" and "top - bottom", do the following task with him.
Give your child a blank sheet of paper. Ask him to put a dot in the center of the sheet with a red pencil. Let him draw a sun in the upper left corner, a fungus in the lower right corner, a cloud in the upper right corner, and a flower in the lower left corner.
The child can draw objects of your choice (car, doll, apple, geometric shapes, etc.).
Exercise 5
This task is aimed at developing the concepts "out" and "inside".
Task for the child:
Mark with a blue pencil a point that is located outside the circle, but inside the triangle.
Mark with a red pencil a point that is located outside the circle and outside the triangle.
Mark with a green pencil a point that is located inside the circle, but outside the triangle.
Mark with a yellow pencil a point that is located both inside the circle and inside the triangle.
Exercise 6. Elkonin's graphic dictation
Graphic dictation - drawing patterns on a notebook sheet under the dictation of a teacher.
This exercise develops the child's ability to navigate in the space of the sheet, allows you to increase his level of attentiveness, the ability to follow verbal instructions. In addition, it develops the ability to work according to the instructions of the teacher in a given rhythm.
Useful advice
■ First, it is necessary to check the child's knowledge of the left and right sides, his ability to listen and follow the instructions of an adult.
■ Practice drawing a pattern “in the air”: raise your hand with a pen up, now to the right, left, down ...
■ All patterns should be dictated slowly and clearly.
■ Warn the child to listen carefully, because. commands cannot be repeated.
■ If a child makes a mistake while drawing a practice pattern, you can correct them by helping them follow the instructions exactly.
■ When the child moves on to drawing subsequent patterns, you only have to make sure that each new pattern starts from the right point.
■ Points to start drawing on the sheet are affixed in advance.
Task for the child
Now we will draw patterns. Try to make them nice and even. I will say how many cells and in which direction the line should be drawn. Do not take your pencil off the paper, try to keep the line continuous. Put your pencil on the first dot. This will be the beginning of our pattern.
Pattern 1(Not Evaluated)
For training, give a simple pattern: one cell up, one to the right, one down, one to the right, one cell up, one to the right, one down, one to the right, etc. Then the child draws himself to the end of the line.
pattern 2
Task for the child:
- Now put the pencil on the second dot. Attention! We start drawing. One cell up, one cell right, one cell up, one cell right, one cell down, one cell right, one cell down, one cell right, one cell up, one cell right, one cell up, one cell right. And now continue the same pattern yourself.
Pattern 3
Task for the child:
- Place the pencil at the indicated point. Attention! We start work. Two cells to the right, two cells down, one cell to the left (highlight by voice), one cell down, three cells to the right, one cell up, one cell to the left, two cells up, three cells to the right, two cells down, one cell to the left, one cell down, three cells to the right, one cell up, one cell to the left, two cells up. And now continue the same pattern yourself.
Pattern 4
Task for the child:
- Place the pencil at the point indicated by the red pencil. Attention! We start work. Three cells up, three right, two down, one left, one up, one left, two down, three right, three up, three right, two down, one left, one up, one left, two down, three right. And now continue the same pattern yourself. Let's see what happened.
Perform graphic dictations from the insert with the child (see illustration, sheet No. 6).
Useful advice
It's great if your child completed this task absolutely correctly and made all the patterns without errors.
If the child made mistakes, look at what type they are: he confuses “right - left”, “top - bottom”, does not draw the required number of cells, breaks the line.
If the child could not cope with these tasks, he may have problems with the development of attention, orientation in the space of the sheet. Try again to do this task with him.
Come up with a new pattern for the child, and then ask them to come up with a pattern for you and dictate it to you.
3. Exercises to develop the ability to classify shapes according to shape,
size, color
Exercise 1
Review these figures with your child.
Task for the child:
- What are their names? What in our room looks like the 1st, 2nd, 3rd figure? And in the yard? And on the street?
Consider and name patches of different colors, find objects of the same color in the room.
Exercise 2
Task for the child:
- Help the artist complete the pictures (see illustration No. 7).
Exercise 3
Look at the drawing with your child.
Task for the child:
- How do all the shapes on the left differ from all the shapes on the right?
Exercise 4
Consider these figures.
Task for the child:
- In what groups can they be combined?
a) squares, rectangles (quadrangles), triangles, circles;
b) big figures, small figures;
c) grouping of a part of figures.
Exercise 5
Task for the child:
- Color the shapes that are not triangles. Draw as many sticks as there are triangles in the picture.
Exercise 6. "Geometric Lotto"
Such a didactic manual can be prepared by yourself.
It consists of 48 geometric figures of three shapes (circles, triangles, squares), two sizes (large, small), four colors (red, blue, yellow, green) - two identical figures of each type.
K, S, F, 3 K, S, F, 3 K, S, F, 3
Task for the child:
Select figures only in red (blue, yellow, green);
Select squares (triangles, circles);
Select red triangles (blue, yellow, green);
Select red circles (blue, yellow, green);
Choose figures of large size (small);
Choose large red figures (blue, yellow, green);
Choose small red figures (blue, yellow, green) and others.
Exercise 7
Task for the child:
- Imagine what these spots look like (see illustration No. 8).
Exercise 8
Task for the child:
- Choose objects of the same shape (color, size).
4. Exercises to develop the ability to find a part of the whole, complete the figures according to the scheme, construct them from details
Exercise 1.
Task for the child:
- Tell me what geometric shapes the chicken and the fish are made of.
Exercise 2.
Consider robots with your child.
Task for the child:
- What geometric shapes do they consist of? With red ovals, circle on the left robot those parts with which they are similar; blue ovals on the right robot are the parts in which they differ.
Exercise 3. "Make a pattern"
The task develops in children the ability to distinguish objects by color, shape, location. To work, you need a set of geometric lotto.
Task for the child:
Make up a pattern.
For example:
- put a red circle in the middle of the table (sheet of paper), 2 yellow triangles above and below the circle, 2 red triangles to the right and left;
- lay out another one to the right of this pattern: a circle in the middle, 2 red and 2 blue squares from the circle in the corners, above and below - red, right and left - blue squares;
- make any pattern of shapes and place it to the left of the first pattern.
Games for the development of perception and imagination
Rules of the game.
The child becomes his back to the players, the leader asks to indicate where the voice is from: behind, to his left or to his right, and then to say whose voice he heard.
The leader silently shows with his hand who should loudly slowly pronounce any sound (word, sentence).
Play this game in the park, square, on the playground.
"Build a house from these figures"
The game teaches to distinguish objects by shape.
Rules of the game
Option 1.
The host offers to build a house from pre-prepared colored rectangles and triangles and name where which figure is located.
Similarly, conduct the games “Build a sailing boat from these figures”, “Build a Christmas tree from these figures”, “Build a boat”, “Build a wagon”, “Build a train from figures”, etc.
Option 2 .
The host proposes to build a house of 6, 8, 10 sticks.
Similarly, build a snowflake, a fish, a Christmas tree, a sailboat, an asterisk, a car from sticks and count the number of sticks used. With this task, you will consolidate the child's ability to count to 10.
"Guess the riddles of Pinocchio (Merry Pencil)"
Rules of the game
The host shows any figure (circle, square, triangle) and offers to guess the riddles of Pinocchio:
What can be drawn from a circle? (Apple, watermelon, ball, etc.).
What can be drawn from a square? (Briefcase, box, cookies, etc.).
What can be drawn from a triangle? (Herringbone, sailboat, cap, flag, etc.).
Complete this task "in writing", that is, draw objects that the child came up with.
For many years, the problem of developing the properties of perception has been the subject of scientific research by many psychologists and educators. Perception is a reflection by a person of an object or phenomenon as a whole with its direct impact on the senses. Human perception is distinguished not only by integrity, it creates, by and large, an image of the world, and not just the current situation. In the image of the world there are always components that at the moment do not meet any needs of the organism or personality. The mental image is created "with a margin". In addition to sensations, perception involves previous experience, the processes of understanding what is being perceived. Thus, a holistic perceptual system of a person is created. Problems of perception have always been of interest to many foreign and domestic researchers and scientists, among whom were S.L. Rubinshtein, L.A. Venger, A.V. Zaporozhets, V.P. Zinchenko, T.V. , K.V. Tarasova, V.V. Yurtaykin and others.
The topic of our study is the features of the properties of perception in children with speech disorders. The great importance of speech for the development of thinking and the formation of personality was repeatedly pointed out by L.S. Vygotsky, who wrote: “The development of oral speech is probably the most convenient phenomenon in order to trace the mechanism of behavior formation and compare the approach to these phenomena, typical for the study of conditioned reflexes, with the psychological approach to them. The development of speech represents, first of all, the history of how one of the most important functions of the child's cultural behavior is formed, which underlies the accumulation of his cultural experience.
At the same time, much attention is paid to the problems of the properties of perception in the norm and in pathology, its types. This mental process is also being studied in people with speech disorders. Every year the number of children with speech disorders increases. According to the World Health Organization, in economically developed countries, there are about 20% of people with speech disorders. Features of the properties of perception in children with speech disorders were studied by L.A. Venger, R.A. Granit, A.V. Zaporozhets, V.P. Zinchenko, T.S. Komarova and others. This problem is very relevant today.
Purpose of the study- to identify the features of the development of the properties of perception in children with speech impairment.
Object of study- the process of development of the properties of perception in children with speech impairment.
Subject of study- children with speech impairment.
Subject of study- means and methods of studying and identifying the properties of perception in children with speech impairment.
Research objectives:
- To study the scientific psychological and pedagogical literature on the problem of the development of the properties of perception in children with speech disorders.
- To study the features of the development of the properties of perception in children with speech impairment.
- To select methods for diagnosing the features of the properties of perception in children with speech impairment.
- To determine the existing correctional methods for the development of the properties of perception in children with speech impairment.
- To develop recommendations for teachers and parents on the formation of the development of perception properties in children with speech impairment.
This work is devoted to the study of the properties of perception in children with speech impairment. As a result of long and painstaking work, theoretical and practical analysis of the study, it was revealed that perception is a reflection in the mind of a person of objects and phenomena that directly affect his senses as a whole, and not their individual properties, as happens with sensation. Perception is not the sum of sensations received from this or that object, but a qualitatively new stage of sensory cognition with its inherent abilities. The purpose, object and subject of the study, tasks were established, the main characteristics and features of the properties of perception in children with speech impairment were also described.
To diagnose the properties of perception in children with speech impairment, on December 1, 2014, experimental work was carried out using the following methods: “Recognition of crossed out images” by Semago N.Ya, Semago M.M., “Recognition of superimposed images (Poppelreitor figures)” by Semago N. Ya, Semago M.M., "Recognition of underdrawn images" Semago N.Ya, Semago M.M. and “Holistic perception of familiar objects” by T.N. Golovina. Five pupils of the preparatory group of MBDOU No. 21 of the village of Konokovo, Uspensky district, were selected.
Participants in the experiment: Maksim R. (13.02.2008), conclusion of PMPK - ONR, Samvel K. (23.05.2008), conclusion of PMPK - ONR, Armen A. (4.11.2008), conclusion of PMPK - ONR, Veronica G. ( 09/17/2008) and Kirill S. (08/09/2008) with normal speech. For diagnostics, the methods proposed by N.Ya. Semago, M.M. Semago were used. and Golovina T.N.
Investigating the properties of perception in children with speech impairment, the level and norm of mental development was revealed, the development of the properties of perception of children with speech impairment was studied. First, the causes of speech disorders, their classification, types, development of perception in normal and pathological conditions were considered. Various types and types of perception were also studied, but more attention was paid to the six main properties of this mental process: objectivity, integrity, generalization, constancy, meaningfulness and selectivity. From a huge number of methods, the following were chosen: three methods of Semago N.Ya. and Semago M.M. “Recognition of underdrawn images”, “Recognition of superimposed images (Poppelreitor figures)”, “Recognition of crossed out images” and the technique of Golovina T.N. "Holistic perception of familiar objects", the purpose of which is to identify the features of the properties of perception in children with speech impairment and their possible correction.
An analysis of the experimental work showed that the problem of the development of the properties of perception in preschool age is significant. The results obtained showed that at preschool age elements of integrity and objectivity are formed on the basis of the development of speech and other cognitive processes. Often, such a property of perception as generalization is still imperfect in many children of primary school age. At the same time, it is generalization that predetermines the formation of other mental cognitive processes - memory, representation, speech, thinking. Generalization connects the individual and social experience of a person, providing semantic constancy. Unfortunately, the operations of generalization and classification in children of this age are still at the stage of formation, which can affect not only the academic performance of the child, but also his ability to assimilate the norms and requirements of adults. Even when perceived, they may remain inaccessible in their meaning.
The perception of their defective speech in different people can be complete or incomplete, deep or superficial, accurate or erroneous. This will only determine the different attitude of children with speech impairment to their defect and the need for a differentiated (individual) approach to their psychological study and correctional work.
So, we can say that speech disorders have an impact on the formation of higher mental functions of a person, including perception, and the properties of perception develop a holistic view of the child about the world around him.
Federal Agency for Education
State educational institution
Higher professional education
Trans-Baikal State Humanitarian-Pedagogical University named after N.G. Chernyshevsky
Faculty of Education
Department of Correctional Pedagogy
The development of visual perception in preschool children
with intellectual disability
Final qualifying work
Specialty (direction)
65 - Oligofrenopedagogy
Chita 2011
Introduction
Chapter I Conclusion
Conclusion on Chapter II
Conclusion on Chapter III
Conclusion
Bibliography
Applications
Introduction
Sensory education, aimed at the formation of a full-fledged perception of the surrounding reality, serves as the basis for cognition of the world, the first step of which is sensory experience. The success of mental, physical, aesthetic education largely depends on the level of sensory development of children, i.e. on how perfectly the child hears, sees, touches the environment.
The child at each age stage is the most sensitive to certain influences. In this regard, each age stage becomes favorable for further neuropsychic development and comprehensive education of a preschooler. The smaller the child, the more important sensory experience is in his life.
The period of preschool childhood is a period of intensive sensory development of the child, when his orientation in the external properties and relations of objects and phenomena, in space and time is improved. Perceiving objects and acting with them, the child begins to more and more accurately evaluate their color, shape, size, weight, temperature, surface properties, etc. When perceiving music, he learns to follow the melody, distinguish the relationship of sounds in height, capture the rhythmic pattern, while perceiving speech - to hear the subtlest differences in the pronunciation of similar sounds.
The sensory development of a preschooler includes two interrelated aspects - the assimilation of ideas about the various properties and relationships of objects and phenomena and the mastery of new actions that allow a more complete and dissected perception of the world around. Sensory education is of great importance for the entire subsequent development of the child and for preparing him for future creative, socially useful activities.
impaired intelligence visual perception
Numerous studies of the features and patterns of perceptual development of children, conducted by A.V. Zaporozhets, A.P. Usovoi, N.P. Sakulina, L.A. Wenger, N.N. Poddyakov, V.P. Zinchenko, A.A. Kataeva, put forward the problem of sensory-perceptual development of children to a priority place.
In contrast to the problem of sensory development of children with normal intelligence, which has been studied comprehensively, the problem of sensory development of children with intellectual disabilities has received less attention. Meanwhile, it is known that in this category of children, the underdevelopment of visual perception is less pronounced in comparison with other, higher spheres of the psyche. Consequently, the relative safety of visual perception allows us to take as a starting point the work to improve this area, which in turn will allow us to successfully solve the problems of educating their social and everyday fitness, and, consequently, outline approaches to the formation of such personality traits as independence, independence, etc.
So, the problem of the formation of visual perception of preschool children with intellectual disabilities is little developed. Therefore, this problem relevantto date.
Objective: the study of the development of visual perception in preschool children with intellectual disabilities.
The object of study of this workis the process of development of visual perception in preschool children with intellectual disabilities.
Subject of study- the formation of visual perception in preschoolers with intellectual disabilities.
Tasks:
1) reveal the importance of visual perception in the formation of other mental functions in preschool children;
) to consider the features of the formation of visual perception in preschool children with intellectual disabilities;
) analyze the theoretical aspects of methods for diagnosing visual perception in preschool children;
) present the results of the study of visual perception in preschool children with intellectual disabilities;
) lead a set of classes on the development of visual perception in preschool children with intellectual disabilities;
) to study the effectiveness of correctional and developmental education.
Hypothesis:The complex of corrective exercises used contributes to the correction of visual perception in preschool children with intellectual disabilities.
Research methods:
1.Analysis of scientific and methodological literature.
2.Studying documentation.
.Pedagogical supervision.
Experiment.
Methodological basis of the study: the concept of the unity of the patterns of development of abnormal and normal children (L.S. Vygotsky); theory of development of perceptual processes (M.S. Sechenov, I.P. Pavlov).
Theoretical significance: clarification of the features of the development of visual perception in preschool children with intellectual disabilities and a description of the levels of its development.
Practical significance: the complex of correctional classes that we used (author - Gorbatova E.V.) with the use of didactic material can be used in correctional and developmental work with preschoolers with intellectual disabilities.
Structure.The final qualifying work consists of an introduction, three chapters, a conclusion, a bibliographic list and an appendix.
Chapter I. Formation of visual perception in preschool children
1.1 The value of visual perception in the formation of other mental functions in preschool children
"Perception-reflection of objects and phenomena in a holistic form as a result of awareness of their distinctive features."
Perception is carried out through action, associated with the examination of the perceived object, with the construction of its image.
Perception is a very complex, systemic, multi-level process that performs a reflective, regulatory function in a child's behavior. Perception is considered both as a process of forming a subjective image of an object or phenomenon that directly affects the senses, and as this image itself, and as a system of actions aimed at familiarizing oneself with an object that affects human analyzers (A.G. Ruzskaya, 2001).
Sensory development is the development in a child of the processes of perception and ideas about objects and phenomena of the surrounding world.
Visual perception plays a huge role in the mental development of the child, in the formation of ideas about objects and phenomena of the surrounding world.
Visual perception is a complex work, during which the analysis of a large number of stimuli acting on the eye is carried out. The more perfect the visual perception, the more diverse the sensations are in terms of quality and strength, and, therefore, the more fully, accurately and differentiated they reflect stimuli. The main amount of information about the world around a person receives through vision.
Visual perception is a complex process that includes various structural components: arbitrariness, purposefulness, hand-eye coordination, visual examination skills, analytical and synthetic activity of the visual analyzer, volume, and constancy of perception.
The selectivity of perception is manifested in the predominant selection of certain objects and phenomena among their diversity. Selectivity is associated with the orientation of the individual, depends on the motivation, attitudes, interests, emotional-volitional sphere and attention of the child.
The formation of objectivity of perception is carried out in the process of subject-practical activity of the child. When a child feels with his hand and examines an object, while making eye movements, the object of perception is formed on the basis of tactile-motor and visual interaction.
So, perception is the leading cognitive process of preschool age, which performs a unifying function:
firstly, perception combines the properties of objects into a holistic image of the object;
secondly, it combines all cognitive processes in joint coordinated work on processing and obtaining information;
thirdly, perception combines all the experience gained about the world around us in the form of representations and images of objects and forms a complete picture of the world.
The essence of the process of perception lies in the fact that it provides the receipt and primary processing of information from the outside world: the recognition and distinction of individual properties of objects, the objects themselves, their features and purpose. Perception helps to distinguish one object from others, to distinguish some objects or phenomena from a number of others similar or not similar to it.
A child is born into the world with ready-made sense organs: he has eyes, ears, his skin has sensitivity that allows him to touch objects, etc.
These are just prerequisites for the perception of the world around us. In order to correctly navigate in the world around us, it is important to perceive not only each individual object (table, flower, rainbow), but also the situation, a complex of some objects as a whole (a game room, a picture, a sounding melody). Perception helps to combine individual properties of objects and create a holistic image - the process of reflection by a person of objects and phenomena of the surrounding world with their direct impact on the senses. The perception of even a simple object is a very complex process that includes the work of sensory (sensory), motor and speech mechanisms.
In order for sensory development to take place fully, purposeful sensory education is necessary. The child should be taught to look, feel, listen, i.e. form his perceptual actions.
The perception of color differs from the perception of shape and size, primarily in that this property cannot be distinguished practically, through trial and error. The color must be seen, i.e. when perceiving color, only visual, perceptual orientation can be used.
The development of perception goes through the formation of perceptual actions - i.e. structural units of the process of perception in humans. The perceptual action ensures the conscious selection of any properties and the transformation of sensory information, leading to the creation of an image that is adequate to the objective world. Perceptual action is closely related to objective action.
The development of perceptual actions is accompanied by a significant reduction in motor components, as a result of which the process of perception outwardly acquires the form of a momentary act of "discretion".
In the development of perception, perceptual actions are the actions of examining and comparing objects with socially developed standards - sensory standards.
Mankind has singled out a certain standard system of sizes, shapes, color tones. Their endless variety has been reduced to a few basic varieties. Mastering this kind of system, the child receives, as it were, a set of standards, standards with which he can compare any newly perceived quality and give it a proper definition. Assimilation of ideas about these varieties allows the child to optimally perceive the surrounding reality.
Sensory standards are systems of geometric shapes, a scale of magnitudes, measures of weight, a pitch range, a spectrum of colors, a system of phonemes of the native language, etc. All these standards must be mastered by the child.
The system of standards includes: the main colors of the spectrum (red, orange, yellow, green, cyan, indigo, violet, white and black), five shapes (circle, square, rectangle, triangle and oval), three types of size (large, medium and small).
Perception is based not only on the sensations that every moment allow you to feel the world around you, but also on the previous experience of a growing person.
Thus, the development in the child of the processes of perception and ideas about objects and phenomena of the surrounding world leads to sensory development, which involves the assimilation of sensory standards by children. Having mastered this kind of system, the child receives a set of standards, standards, with which he can compare any newly perceived quality and give it a proper definition.
1.2 Features of the formation of visual perception in preschool children with intellectual disabilities
Holistic perception is an important condition for correct orientation in the surrounding objective world. Slowness, non-differentiation, narrowness of the scope of perception, violation of analytical and synthetic activity, specific memory deficiencies, characteristic of children with intellectual disabilities, make it difficult to get acquainted with the outside world. Violation of the search function and slowing down the processing of information coming through the senses lead to incomplete, unstable and not always correct recognition of the presented material. In addition, the sensory development of a child with intellectual disabilities as a whole lags far behind in terms of formation and is extremely uneven.
Domestic research shows that the imperfection of the perception of children with intellectual disabilities is not so much in violations of the perceiving apparatus, but in deviations in perception as a complex mental function.
The process of perception is characterized by a number of properties.
The perception of any modality is characterized by selectivity, i.e. the selection of those objects that are in the sphere of interests, activities and attention of the child.
Objectivity is the main result of the perception process, the level of which determines how holistically and meaningfully the object is perceived, whether its structure is reflected in the perception.
The normal functioning of perception is characterized by constancy - the ability to recognize an object regardless of its location, distance, illumination, etc., i.e. from the conditions of perception.
Let us consider how these properties are manifested in children with intellectual disabilities.
Currently, the most studied is the visual perception of this category of children. It has been established that perception is of an objective nature, i.e. all the properties of an object are not separated from the object itself. Moreover, a child with intellectual insufficiency highlights mainly the most striking properties, and sometimes only one, by which he distinguishes an object from other objects. In the observed object, separate parts are "snatched out", while material important for a general understanding is underestimated, which confirms the narrowness of the scope of perception. The selectivity of perception is impaired: children with intellectual disabilities cannot single out the main thing for a long time, understand the internal connections between its parts, find it difficult to orient themselves in situations, often being disoriented. Only in the process of practical activity do they gradually develop the ability to separate properties from the object itself, to notice similar properties in different objects and different ones in one object.
A characteristic disadvantage of children with intellectual disability is a violation of the generalization of perception, which is manifested in the scarcity of ideas that are not accurate enough, the presence of private and accidentally remembered. In addition, as studies by domestic psychologists (P.B. Shoshin et al.) show, their perception speed becomes significantly lower with any deviation from optimal conditions: low illumination, rotation of an object at an unusual angle, contour, noisy and overlapped images, frequent change of signals (objects), combination, simultaneous appearance of several signals (especially with auditory perception). Many mistakes are made when perceiving the image of inverted objects, differently located (K.I. Veresotskaya). Letters similar in outline and their individual elements are not always recognized and often mixed. These facts mean that more complex forms of the analytical and synthetic activity of the visual analyzer lag behind in their development from simpler forms.
The scientist-psychologist I.M. Solovyov noted that a multi-object area of reality turns out to be "of little object" for such children. The weakness of the review is explained by the peculiarities of the gaze: what a child with normal development sees immediately, children with intellectual disabilities - consistently, which means they perceive less and more details "lose". Insufficient activity, weak focus in children with intellectual disabilities are manifested in the absence of a desire to consider an object or phenomenon in all details, to understand all its properties. At the same time, a decrease in visual acuity is noted, which does not allow one to distinguish the specificity inherent in the object.
These features affect the distinction of color. Zh.I. Shif noted that children with intellectual disabilities begin to distinguish colors much later than their peers, while the combination of dissimilar colors and shades into one group, the indistinguishability of intermediate colors and low-saturated color shades is characteristic.
The peculiarity of the visual perception of children with intellectual disabilities is clearly manifested when considering plot pictures, the understanding of which turns out to be incomplete, superficial, and in some cases inadequate (I.M. Soloviev, N.M. Stadnenko).
Preschoolers with intellectual disabilities do not know how to adapt their perception to changing conditions. Let's say a picture of an inverted cup and saucer, they will recognize it as a mushroom. At the same time, they do not notice significant details (for example, the handle of a cup) that contradict their answer. The reason for this is schematic, simplified perception, unformed perceptual action.
The non-differentiation of visual perception leads to difficulties in distinguishing objects by color, shape, and size. Zh. Shif, V.G. Petrova, T.M. Golovina note that oligophrenic children better perceive the size and color of objects and worse material and shape.
Visual images, like any mental images, are multidimensional and complex, they include three levels of reflection: sensory-perceptual, the level of representations and the verbal-logical level. Studies show that the formation of any level of visual reflection in children with intellectual disabilities is impaired (E.S. Bain, K.I. Veresotskaya and others). Briefly characterizing the main disorders, we note that the visual images in such children are depleted, often deformed and unstable. Children with intellectual disabilities find it difficult to distinguish its constituent parts, proportions, originality of the structure in an object, they can miss important details (for example: a watch - without a screw); not always accurately recognize color and color shades. In the process of recognizing objects and phenomena familiar from past experience, they manifest a generalized recognition, identification of objects that have some similarity, distortion and inadequacy of ideas about the surrounding reality. In children with intellectual disabilities, visual representations differ significantly from real objects. A lot of inaccuracies appear during perception in changed conditions (a new angle of the object) and reproduction of several similar objects. The ideas that have arisen in such children without the regulating participation of the teacher are poor, fuzzy, fragmented, and erroneous. Studies show that the description of the objects under consideration also suffers, since it is not formed without special training.
The accuracy and effectiveness of visual perception, the preservation of a visual image in memory ultimately determine the effectiveness of the formation of writing and reading skills. Violations of visual perception lead to difficulties in identifying figures, letters, numbers, their size, the ratio of parts, a clear differentiation of differences and similarities of similar configuration or mirror elements, etc. It should be noted that the lack of formation of visual perception often lies in the fact that this is a deficiency not a single visual or motor function, but a deficit in the integrative interaction of these functions.
Insufficient development of visual perception leads to a lag in the formation of spatial orientation. In visual-spatial perception, the oculomotor system plays an important role - speed, accuracy of oculomotor reactions, the ability to converge the gaze of both eyes, binocular vision. The oculomotor system is involved in the analysis and evaluation of subsequent changes in such spatial properties as the position of objects in the field of view, the size and distance of objects, their movements, and various relationships between objects. The deficit of visual-spatial perception of children with intellectual disability is also explained by the inferiority of the interaction of various functions of vision: its sharpness, perceptual field, eye. However, practice shows that with targeted and systematic work, the insufficiency of visual and visuo-spatial perception can be significantly reduced. This work is subject to the following tasks:
the formation of verbal description skills of visually perceived objects and objects, their properties, phenomena of reality.
With the normal development of children, the perception of color until the end of preschool age goes through the following stages:
) highlighting color as signs, distinguishing objects on this basis;
) color recognition, which makes it possible to find an object of the named color;
) active determination of the color of the object;
) the ability to operate with colored grievances without relying on visualization, which allows you to answer the question "What is green, red, and the like"? Oligophrenic children with a significant delay develop the ability to highlight color as a sign of an object (some of them do not know how to do this even at the beginning of primary school age), it is difficult for them to learn the names of even primary colors (red, blue, green, yellow, brown, black, white). They confuse shades - the tones of the colors adjacent to the spectrum, for example, red and orange, yellow and green, are perceived as identical; do not own the names of additional colors (purple, orange, salad, etc.).
So, violations of the visual sphere are manifested mainly in the poverty and non-differentiation of visual images, inertia and fragility of visual traces, as well as in the absence of a strong and adequate connection between the word and the visual representation of the object. These features are characteristic of almost any type of perception, which is confirmed by the available scientific research. Regarding different types of sensations and perception, it would be logical to refer to the position of V.I. Lubovsky that all children with developmental disabilities are characterized by a decrease in the pace and quality of information processing, limited and incomplete formation of images and concepts. The search actions of children with intellectual disabilities are characterized by impulsiveness and randomness. There is no regularity in the examination of the object, no matter what channel of perception such children use (auditory, visual, tactile, etc.), and the results show less completeness and insufficient accuracy, one-sidedness. It should be noted that deviations in the sensory development of a preschool child with intellectual disabilities are difficult, and sometimes impossible, to compensate at a later age. This suggests that it is necessary to include sensory education in the training of preschool children with intellectual disabilities in various types of activities.
Chapter I Conclusion
Thus, visual perception, while remaining a controlled, meaningful, intellectual process, relying on the use of methods and means fixed in culture, allows one to penetrate deeper into the environment and learn more complex aspects of reality. Without a doubt, children with intellectual disabilities, having a low level of development of perception, need corrective work, which requires the involvement of a variety of techniques and methods.
Chapter II. Methods for diagnosing visual perception in preschool children
2.1 Theoretical aspects of methods for diagnosing visual perception in preschool children
Early diagnosis, prediction of school problems require an objective assessment of the functional development of each preschool child. One of the most important indicators of functional development is the level of visual perception. The tests used in domestic psychophysiology to assess the development of visual perception do not have clear quantitative and age standards, which does not allow them to be widely used in practical work: in the diagnosis of functional development and the development of specific correction measures.
The creation of fundamentally new tests, as world experience shows, is a very long task, but the modification of the best foreign samples makes it possible to solve it. One of the tests most widely used around the world to determine the level of visual perception is the comprehensive M. Frostig test.
When working with children with intellectual disabilities, there is a limitation or deterioration in abilities when performing tasks that require visual perception. In many cases, these difficulties are irreparable and are associated with brain damage, sometimes they are the result of the functional immaturity of the child.
In time to identify the difficulties of visual perception, find their cause and, if possible, correct them - the solution of this problem is facilitated by the technique, which is a revised test technique by M. Frostig. This technique can be used:
to determine the readiness of the child for schooling;
for early prediction of learning difficulties;
to determine specific and individual correction measures before school;
to develop individual programs of remedial education.
Visual perception consists of a large number of functions, so the test is a comprehensive system for assessing various aspects of visual perception, such as:
Hand-eye coordination (subtest 1) includes drawing a continuous straight line, a curve and curved lines at various angles from a given beginning to a given end with boundaries or according to a given pattern.
Figure-background discrimination (subtest 2) includes finding a given figure with an increase in the number of background figures. The tasks used intersections of figures and "hidden" geometric figures.
Shape constancy (subtest 3) includes recognition of a central geometric figure that has different sizes, tones, textures, and spatial arrangements. For identification, a circle and a square are offered as the central one.
Position in space (subtest 4) includes recognition of rotated and inverted geometric shapes, groups of shapes and letters in series.
Spatial relations (subtest 5) involves the analysis and copying of simple shapes consisting of lines of various lengths and angles.
The complex subtest (subtest 6) includes the analysis of figures with the subsequent drawing of their parts according to a given pattern.
Instructions for conducting this testing are presented in the appendix to the final qualifying work (Appendix 1).
For the diagnosis of visual perception in preschool children, the following methods can also be carried out (Kataeva A.A., Strebeleva E.A.):
). Method "Colors";
). Methodology "Forms";
). Methodology "Determine who has what subject";
). "Fold the strips" technique.
Color Method.
Purpose: to determine the ability to correlate and differentiate colors, knowledge of colors and their names.
Equipment: 12 color cards.
Instruction: I will show you the cards, and you name her color.
Procedure: the experimenter shows the color cards to the child one at a time, starting with the primary colors (red, yellow, blue), and then the secondary color cards. Each child's response is recorded.
If the child does not name one or more colors, then after the demonstration all the cards are laid out in front of him and the experimenter gives the instruction: "I will name the color, and you show the right card."
Form Method.
Purpose: to determine the knowledge of geometric shapes and their names.
Equipment: a set of planar geometric shapes.
Directions: Name the figure.
Examination procedure: the experimenter demonstrates geometric shapes to the child and gives instructions. Each child's response is recorded.
If the child does not name one or more figures, then after the demonstration all the figures are laid out in front of him and the experimenter gives the instruction: "I will name the figure, and you show it."
"Fold the strips" technique.
Purpose: to reveal the child's ability to determine the size of objects.
Equipment: five strips of paper (width - 2 cm, length of the longest - 20 cm, shortest - 12 cm).
Instructions: fold the strips so that you get a ladder.
Examination procedure: strips are laid out in front of the child, instructions are given. The task was completed correctly if the child folded the strips sequentially (ascending or descending).
Method "Determine what subject."
Purpose: to determine children's ideas about the relationship in size between objects, denoted by the words: large and small, long, short, wide and narrow, high, low, thick and thin.
Equipment: large and small triangles; wide and narrow tapes; long and short strips of paper; image of high and low trees; image of mushrooms with a thick and thin leg.
Procedure: the first pair of objects is laid out in front of the child, the experimenter asks how the objects differ, what they can be called. If the child does not independently name the necessary characteristics, then the experimenter asks to show a certain object (for example, "show a wide ribbon"). Then present the next pair of items. The experimenter notes the child's answers, the presence of the correct words denoting relationships in size in the subject's vocabulary.
Carrying out these techniques makes it possible to identify in preschool children the knowledge of sensory standards, knowledge of words for their designation and the presence of these words, both in the active and passive vocabulary of the child.
To assist the teacher in correlating visual functionality with actual perception, methods for diagnosing perceptual development can be proposed. In the course of classes using these methods, the child's presence or absence of visual attention, ideas, image recognition capabilities, and elementary skills in working with visual material are revealed.
The methods presented below include tasks of varying degrees of complexity, which are designed to work with children of older preschool age.
Method 1. Visual recognition of images with enhanced features.
This is the simplest technique designed to identify among the children those who will be able to engage in a course in the development of visual perception. Special drawings show geometric figures and subject images painted in black and primary chromatic colors.
To complete the first task, you will need 2 sets of cards. One of them includes 5 cards with images chosen by the teacher. The second set contains the same 5 images and additionally a few "extra" images, if the child's developmental level allows it. Otherwise, the second set must also consist of 5 cards. The child is sequentially presented with cards from the first set. The child must choose from "his" set an image that is identical to the one presented (non-verbal form of application of the technique).
Only the first (basic) set of cards participates in the second task. The teacher sequentially presents the child with images and asks him to name the shape and color of the figures (verbal form). When examining each drawing, the child may be asked the question: where is this or that figure - above, below, on the right or on the left? Thus, the teacher will receive information about the child's perception of the main features of images: shapes, colors, locations in space. If the child does not complete both tasks, then this indicates that his visual functionality is insufficient for classes in the course of the following methods. If two or even only the first task is completed, further correctional work can be carried out with children.
Technique 2. Visual identification of volumetric and flat objects and their correlation
For work, objects are selected that the child encounters in everyday life and which are of particular importance to him (dishes, clothes, furniture, etc.). The simplest task of this technique is the correlation of a three-dimensional and two planar objects, one of which is an image of a three-dimensional one. The most difficult task is to choose one of the seven images, which corresponds to a three-dimensional object. Tasks are performed both at the verbal level (correlating objects by similarity without naming them) and at the verbal level (with naming objects).
In this technique, a three-dimensional object (a cup) and five images of objects (a cup, a briefcase, a watch, a hat, a house) can be selected. First, the child is presented with a natural object, then five images of objects. He had to (a) name a natural object, then (b) select its image from the five pictures presented, and finally (c) name all five images. The time for solving the problem was practically unlimited, however, with too long pauses (more than 3 minutes), the child is persistently asked to complete the task. If the child is wrong, he is asked a general question: "Are you sure? Look carefully." If after that the child corrects the mistake, then the result is recorded in the protocol: "correct execution with the help"; if it does not correct or gives another incorrect answer, then the result is recorded in the protocol: "incorrect execution". The performance of tasks (a), (b), (c) is marked as follows: 2 points - if the child makes no more than two mistakes when naming a real object and/or 5 subject images; 1 point - if the child makes a mistake more than two times when naming a real object and/or 5 subject images; 0 points - incorrect correlation of a real object and its image, errors in the identification of almost every object image. During the examination, it is noted what kind of assistance the child needs (attraction of attention, assistance in highlighting significant parts / details of the image that can facilitate his identification, etc.).
Method 3. Development of hand-eye coordination
The simplest tasks of this technique consist in tracing with the help of the hand and eye either wavy or broken lines depicted on sheets of white paper.
For example, a test sheet may be used, which shows two interchanged lines; at the end and at the beginning of each line there are figures; at the beginning of both lines - a shepherd, at the end of one line - a sheep, at the end of the other - a pig. The children are shown a test sheet and asked (a) the question: "Look at the picture! What is drawn here?" The child must consider the drawing, identify the images, name them. If the child does not find or name any image, the teacher draws the child's attention with the question: "Look carefully! What is shown below (top, left, right, etc.)?" After the child recognizes and describes the images, (b) he must "pass" the felt-tip pen along the two test lines. The child is given the following instruction: "If the shepherd follows one path, he will come to the sheep, and if the shepherd follows the other, he will come to the pig. The paths are very tangled. They go through the swamp, and you cannot leave the path. Take a felt-tip pen and lead the shepherd along the path" .
In task (a), the finding and non-finding of all the figures and the correctness of their identification are noted, and in task (b), the tracing or non-tracing of both lines to the end is noted. Additionally, the nature of the line tracing, slipping from one line and moving to another, shifts of the felt-tip pen from the line, and stops are noted. The results of the implementation of paragraph (a) are recorded by the teacher in the protocol, but are not evaluated in points. The correctness of the execution of paragraph (b) is evaluated in points as follows: 3 points - tracing both lines to the end, no more than three stops and shifts from the line; 2 points - following both lines to the end, more than three stops and shifts from the line; 1 point - following one line to the end, stopping, slipping from one line and moving to another; 0 points - failure to complete the task.
The study of visual perception using the methods outlined is carried out before the start, after six months and after one year of remedial training. The obtained individual data are compared, which makes it possible to draw a conclusion about the dynamics of changes in the state of visual perception in the course of remedial training.
Method 4. Spatial orientation in a schematic drawing.
To implement this technique, simple and complex labyrinths are used. One of the labyrinths (a) is a combination of horizontal and vertical lines, the other (b) is the intersection of wavy lines without clear boundaries. First, a labyrinth (a) is presented and the child receives the following instruction: "The picture shows a confusing labyrinth. You must enter the labyrinth from this place (the beginning is indicated to the child and a cross is placed) and go through it to the exit (the teacher slowly leads along the labyrinth and indicates the exit ). There are dead ends in the maze. You can’t enter them. Try to walk through the maze without stopping and not cross the drawn lines "(the teacher shows the horizontal lines of the labyrinth). The child must pick up a felt-tip pen and use it to go through the labyrinth to the exit.
After completing the task, the child is presented with a maze (b) with the following instruction: “This is the same maze. Two boys are drawn here. One needs to get to the other to play. Take this boy with the ball (the teacher shows the beginning of the maze). not to fall. Lead the boy along the bushes "(on a small section of the labyrinth, the teacher shows how to do this).
The protocol records:
) presence / absence of preliminary orientation in the task;
) the quality of preliminary orientation in the task: visual orientation (the child looks at the picture and tries to visually outline the possible path along which he will "pass" the maze with the help of a felt-tip pen; visual-motor orientation (looking at the picture, the child tries to outline a possible path, trying to go through the maze with the help of finger, or when considering a drawing, the child shows with his finger what attracted his attention);
) entering the dead ends of the labyrinth;
) stops during the passage of the maze;
) the time of passage of each labyrinth;
) passing / not passing the maze to the end. The quality of the implementation of the methodology "Labyrinths" is evaluated by the results of passing each labyrinth for each of paragraphs 1 - 2 and 5 - 6 separately. Items 3 - 4 are evaluated simultaneously. After that, the total score for each maze is summed up separately.
Assignment grades:
score - there is a preliminary orientation;
points - no preliminary orientation;
points - visual orientation;
score - visual-motor orientation;
points - in each labyrinth it is permissible to make no more than two dead ends and no more than two stops at the same time (no more than 4 errors in total).
point - in each labyrinth it is permissible to make no more than three dead ends and no more than three stops at the same time (no more than 6 errors in total).
points - more than four dead ends and more than four stops at the same time in each maze (more than 8 errors in total).
points - the passage of the maze within 1 min.
points - the passage of the maze in the range from 1 min. up to 2 min.
score - the passage of the maze in the range of 2 min. up to 2 min 30 sec.
points - passing the maze in more than 2 min. 30 sec.
points - the passage of the maze from start to finish.
score - passing half of the maze.
points - passing less than half of the maze.
Technique 5. The ability to restore the whole object image from parts according to the model
The simplest task of this technique is to compose a whole image from parts in the presence of a sample in the field of view of the child. The size of the image is approximately 1.5 x 1.5 cm. The number of parts into which the picture is cut should correspond to the age of the child and the state of his vision. So, for example, a picture cut into 2 parts can be offered to a child of 2 years old and a child of 8-10 years old with residual vision. For example, pictures with clear contrasting images of fruits, vegetables, animals were cut vertically and horizontally into 4 (first option) and 8 (second option) equal parts. First, the child examines and describes the whole image (a), then he must assemble this image from parts, having a sample in front of his eyes (b).
A more difficult task is to draw an image (pyramid) based on its fragments. The protocol records (a) the name of the image, (b) the accuracy of the description on the questions of the teacher (what color, shape, how many objects (if there are several), where it is located (upper, lower, right, left, ...), (c) completing the task to compose the whole, (d) composition strategy (random enumeration of parts or purposeful selection of parts) Only the fulfillment of item (c) is evaluated in points: 3 points - compiling a whole picture without the help of a teacher; 2 points - compiling a whole picture with a little help from a teacher (for example, attracting attention, helping in the orientation of the element selected by the child, etc.) 1 point - independent compilation of only part of the image, 0 points - failure to complete the task.
Thus, using the methods discussed above, it is possible to assess various aspects of the visual perception of a preschool child.
2.2 The results of the study of visual perception in preschool children with intellectual disabilities
As mentioned above, the sensory development of children with intellectual disabilities has its own characteristics and is manifested in the lack of formation of sensory standards. To confirm these features, a stating experiment was carried out, the tasks of which are:
studying the features of assimilation of color standards by preschoolers with intellectual disabilities;
study of the features of assimilation of form standards by preschoolers with intellectual disabilities;
study of the features of assimilation of measurement standards by preschoolers with intellectual disabilities.
The study was conducted on the basis of two kindergartens:
TsLPiDO Center for Curative Pedagogics and Preschool Education, Krasnokamensk;
MDOU No. 4 "Topolek", Krasnokamensk.
The experiment involved 24 children, aged five to six years. 12 children with normal mental development and 12 children with mild intellectual impairment. Five children are in correction the first year, the rest (eight) attend special groups the second year.
The children made contact and were kind to the research procedure. Volunteered to perform tasks, showed interest in them. Some children showed a desire to "work out" again.
The ascertaining experiment included the following methods (Kataeva A.A., Strebeleva E.A.):
). Method "Colors";
). Methodology "Forms";
). Method "Fold strips";
Quantitative data obtained during the "Colors" technique are presented in tables 1 and 2 and in figure 1.
Table 1
Category of children Choosing a primary color when calling it an adult Naming a primary color Choosing a secondary color when calling it an adult Naming an additional color Children with normal development10010091,783.3 Children with intellectual disabilities91,783,35033.3
table 2
Perception of preschoolers with intellectual disabilities of primary and secondary colors
F.I. a child with an intellectual disability Choosing a primary color when calling him an adult Naming a primary color Choosing an additional color when calling him an adult Naming an additional color Vova K. Kostya V. Vika S. Seryozha V. Vasya T. Taras B. Bella R. Rita B. Borya D. Dina N Nastya L Lenya Sh. 3/1050/633.3/4
Fig.1. Perception of primary and secondary colors by preschoolers with intellectual disabilities at the ascertaining stage of the experiment
Based on the presented data, it can be concluded that in children with mild intellectual impairment, ideas about color are less developed than in children with normal development. The greatest difficulties for preschoolers arose in naming (in 66.7% of children) and recognizing (in 50% of children) additional colors, such as orange, blue, purple, pink and crimson. Children either do not name these colors, or they name the corresponding primary color (for example, blue is called blue). The results of the responses of preschoolers with intellectual disabilities about the color pink turned out to be the most interesting, since four children correctly named the color, four did not offer any version, and the remaining four children named it blue and blue. This may be due to the fact that preschoolers did not study this shade in the classroom in kindergarten, or to deficiencies in visual perception.
7% of children with intellectual disabilities and 100% of children with normal development do not make mistakes when choosing the required primary color. A slight difference in indicators allows us to conclude that preschoolers with mild intellectual impairment have ideas about primary colors.
Based on the data presented in the table, it can be seen that 83.3% of preschoolers with intellectual disabilities and 100% of children with normal development correctly name the primary colors presented to them. High scores indicate that the words-names of colors are in the active vocabulary of preschoolers, and they use them in their speech.
% of children with intellectual disabilities and 91.7% of children with normal development correctly choose additional colors when calling them an experimenter. In children with intellectual disabilities, ideas about additional colors are less formed than in children with normal mental development.
According to Table 1, 33.3% of preschoolers with intellectual disabilities and 83.3% of normally developing peers name additional colors on their own. The low percentage of completion of this task by children with developmental problems may be due to difficulties in remembering the names of additional colors, deficiencies in the visual perception of these colors (children confuse these colors with each other, for example, brown and orange, crimson and pink). As mentioned above, preschoolers name primary colors instead of complementary colors. And also, it is important that children and their close relatives do not often use the names of additional colors in everyday life.
Thus, we can say that the ideas about the primary colors of the spectrum in children with mild intellectual disability are formed at a high level and are close to the age norm, while the recognition and naming of additional colors by preschoolers with developmental problems cause the greatest difficulties.
Table 3
7% of children with normal intelligence and 75% of children with intellectual disabilities correctly show geometric shapes by its name (Table 3). The low percentage of correct answers of preschoolers with developmental problems may be due to insufficient knowledge of figures and their names by children with developmental problems, which is due to the peculiarities of memory (memorization processes).
Based on the data presented in Table 3, 83.3% of children with normal development and 75% of children with mild intellectual impairment do not make mistakes when naming geometric shapes.
Table 4
Perception of preschoolers with intellectual disabilities of geometric shapes
????score ????ballVova K. Kostya V. Vika S. Serezha V. Vasya T. Taras B. Bella R. Rita B. Borya D. Dina N. Nastya L Lenya Sh. + + - + + - + + + + - + + + - + + - - - - + - +- - + + + + + + + + + ++ - + + + + - - - - - -3 2 2 4 4 2 2 2 2 3 1 3+ + + - + - + - + + + +- + + + + + - + + + - ++ + + + + + + + + + + +- + - - - + + - + - + -1 4 3 2 3 3 3 2 4 3 3 3
Table 5
General indicators in preschool children with intellectual disabilities according to the "Forms" method
Children with intellectual disabilities Choosing a geometric figure when calling it an adult Naming a geometric figure by children Number of children% Number of children% High (4) 216.67% 216.67% Medium (2-3) 975% 975% Low (1-0) 18.33% 18.33%
The choice of a geometric figure when calling it an adult
Naming a geometric figure by children
Fig.2. General indicators in preschool children with intellectual disabilities according to the "Forms" method
As a result of the analysis of the children's answers, we can say that the main difficulties for all children were the definition of such a geometric figure as a rhombus. This can be explained by the fact that this figure has not yet been studied in the classroom in kindergarten.
Children with intellectual disabilities often first called a triangle - a square, perhaps this is due to the complex structure of the word and the slow recall of the name of the figure. As a rule, the children corrected themselves (without pointing out the mistake) and called the correct word. Preschoolers with developmental problems tend to call an oval a circle, and a rectangle a square, which is due to insufficient development of visual perception.
A nonspecific reason for erroneous answers may be a lack of training methodology.
Thus, we can conclude that the ideas about geometric shapes in children with mild intellectual impairment are not sufficiently formed. Preschoolers make mistakes both when showing a figure by name and when naming it.
Table 6
The results of determining the value of preschoolers with intellectual disabilities will be reflected in tables 7 and 8 and in figure 3.
Table 7
Determining the value of preschoolers with intellectual disabilities
Children with intellectual disabilities Cope on their own Cope with the prompt of an adult Failed Vova K. Kostya V. Vika S. Seryozha V. Vasya T. Taras B. Bella R. Rita B. Borya D. Dina N. Nastya L Lenya Sh. - - - + - - - - - + - -+ + - - + - - - + - - -- - + - - + + + - - + +
Table 8
General indicators of preschoolers with intellectual disabilities according to the "Fold strips" method
Children with intellectual disabilitiesNumber of children%Did it on their own216.67%Did it with a hint433.33%Didn't do it650%
Fig.3. General indicators of preschoolers with intellectual disabilities according to the "Fold strips" method
As a result, the results of the "Fold the Stripes" technique showed that 16.7% of children with normal development and 50% of children with intellectual disabilities did not cope with the proposed task. Often, children simply "connected" the strips without changing their location. Perhaps the reason for this was that the children were given instructions (fold the strips to make a ladder) without any additional explanation. This is also indicated by the fact that when providing assistance, preschoolers successfully coped with the task. This feature can be explained by a lack of understanding of the instructions, as well as insufficient focus and amount of attention.
Thus, children with intellectual disabilities find it difficult to distribute objects from larger to smaller or vice versa.
Table 9 presents the quantitative data obtained during the "Determine who has what subject" methodology.
Table 9
This technique made it possible to determine the children's ideas about the relationship in size between objects, denoted by the words: large and small, long and short, wide and narrow, high and low, thick and thin.
The results of the perception of the sizes of objects by preschoolers with intellectual disabilities are shown in tables 10 and 11 and in figure 4.
Table 10
Perception of the sizes of objects by preschoolers with intellectual impairment
F.I. of a child with an intellectual disability did not cope with the prompt itself did not cope with the prompt Vova K. Kostya V. Vika S. Serezha V. Vasya T. Taras B. Bella R. Rita B. Borya D. Dina N. Nastya L Lenya Sh. + - - + - - + - + - - -- - + - + + - + - + + +- + - - - - - - - - - -+ - - - - - - - + - - -- - - + - - + - + - - -- + + - + + - + - + - +
Table 11
General indicators of preschool children with intellectual disabilities according to the method "Determine who has what subject"
Children with intellectual disabilities Showing an object of a certain size by calling it an adult Naming the size of an object number of children% number of children% Managed by myself 433.33% 216.67% Cope with the hint 758.33% 325% Failed 18.33% 758.33%
Showing an object of a certain size by naming it by adults Naming the sizes of an object Fig.4. General indicators of preschool children with intellectual disabilities according to the method "Determine who has what subject"
Based on the presented data, it can be seen that 100% of children with normal mental development and 91.7% of children with developmental problems correctly show the object of the required size. A high percentage of correct answers indicates that children know the names of the quantities.
However, only 41.7% of children with intellectual disabilities correctly use words denoting relationships in magnitude. This indicates that children have insufficient and fragmentary knowledge about the world around them, and also that they rarely use these concepts in everyday life.
Basically, the mistakes made by preschoolers are characterized by the substitution of concepts (for example, instead of "low" children say "small"). This may be due to the fact that in everyday life children do not use the special characteristics of objects.
The most difficult concepts for preschoolers with normal mental development are wide and narrow, in contrast to children with intellectual disabilities, for whom all these concepts cause difficulties.
Older preschoolers have words in their passive vocabulary - the names of quantities, but children do not use them in their speech.
Not a single child called a large object small or vice versa. This may indicate that children have ideas about relationships in terms of magnitude, but the concepts corresponding to them have not been mastered.
In this way,
The assimilation of all sensory standards by children with intellectual disabilities has its own characteristics, which were confirmed by experiment. Assimilation of standards by children is slower than that of normally developing peers. Preschoolers with intellectual disabilities use this knowledge less in everyday life. Children do not analyze objects with the help of sensory standards, they do not highlight the features of objects, which is necessary for successful learning activities.
Conclusion on Chapter II
The second chapter of the final qualifying work is devoted to methods for diagnosing visual perception in preschool children.
M. Frostig test.
the most difficult to understand children with intellectual disabilities are relationships in magnitude.
Identified difficulties in visual perception must be corrected even before the start of schooling.
Chapter III. Pedagogical correction of visual perception in preschool children
3.1 A set of classes for the development of visual perception in preschool children with intellectual disabilities
Practice shows that with purposeful and systematic work, the insufficiency of visual and visual-spatial perception can be significantly reduced. This work is subject to the following tasks:
the formation of adequate visual images of objects, objects and phenomena of the surrounding reality, their position in space;
expansion of volume, accuracy and completeness of visual perceptions and visual memory;
the formation of skills to observe an object (including a moving one), to visually examine it;
improvement of visual-motor coordination;
the formation of skills of verbal description of visually perceived objects and objects, their properties, phenomena of reality.
Individual features of the development of visual perception and visual memory largely determine the nature of corrective work with children. The most accessible for the perception of students are real objects and their images, more complex - schematic images, signs and symbols. Lastly, materials with a superimposed, "noisy", underdrawn image are used.
It should be noted that a full-fledged visual perception in children develops in the process of learning and repeated consolidation of the acquired skills and learned methods in various situations and at different objects. That is why numerous examples of didactic exercises and games should be used in different versions (perhaps even created by the teacher himself).
Consider the options for tasks for the development of visual perception, based on the principles of gradual complication:
examination of individual volumetric objects with a gradually becoming more complex structure;
comparison of natural three-dimensional objects and objects (2-4), which differ in pronounced features (color, shape, size, number of details, location of individual parts, etc.), further comparison of their images;
recognition of realistic images from different angles;
examination of individual planar objects along the contour with a gradually becoming more complex structure, with collapsible parts (parts);
comparison of contour images of objects and objects (2-4) that differ in pronounced features (color, shape, size, number of details, location of individual parts, etc.);
comparison of natural similar objects and objects (2-4), differing in minor features (structure, number of details, shades of the same color, size, location of individual parts, etc.), further comparison of their images;
comparison of contour images of objects and objects (2-4) that differ in minor features (color, shape, size, number of details, location of individual parts, etc.);
recognition of an object by its part;
viewing plot pictures, highlighting plot lines (absurdities can be used as a complication);
viewing two plot pictures that differ in minor elements.
Tasks can be made more difficult by using superimposed, "noisy" crossed out, underdrawn contour images, increasing the number of perceived real objects (objects) and their images for memorization (from 2-3 to 6-7), using graphic and abstract images (including number of letters, numbers and their elements).
Work should begin with the formation of the ability to purposefully consider, i.e. visually examine. Under the guidance of a teacher, children isolate the main elements, details of the object, determine their relationship, position in space, notice changes in the object itself or its location. At the same time, we emphasize that the examination or recognition of objects and their images by children with intellectual disabilities requires a longer time, since this is due to the slowness of the processes of analysis and synthesis characteristic of them.
The following exercises contribute to the development of visual analysis and synthesis, voluntary visual attention and memorization:
determination of changes in a number of subjects;
finding "dropped out", "extra" toys, pictures;
finding differences in two similar plot pictures;
finding unrealistic elements of ridiculous pictures;
memorizing 4-6 objects, toys, pictures, geometric shapes, letters, numbers and reproducing them in the original sequence.
Particular attention is paid to the coordination of the exploratory movements of the hands and eyes of the child, to follow the actions of the hand with a glance, and later on moving objects in space. Visual-motor coordination is effectively developed when performing various motor exercises: walking and running along the markings, cycling, scootering along paths and limited areas; throwing various objects at the target in the games "Flying Saucers", "Flying Caps", "Darts", "Ring Throw", "Hit the Target".
It is possible to use special exercises related to stencil stroke, silhouette and contour images. For example:
Trace around as many squares as you hear sounds.
Circle 7 circles on the top strip, and 2 more triangles on the bottom strip.
Color the second, fourth and sixth squares on the top line in red, and shade the third, fifth and seventh on the bottom line.
In different places on the sheet, circle the stencils of toys along the outer or inner contour, and then connect them with paths.
It is advisable to start observing moving objects in space by determining the change in the position of individual moving parts of toys, for example, a doll (handles, legs), a car (body, doors), a house (windows, a door), etc. Three-dimensional, planar, detachable, prefabricated toys and objects having one (or several) movably fixed parts. In the process of operating with them, the child gradually learns visual images of movement and posture, which are further fixed in the process of independently performed movements and actions to show an adult, from memory, according to a model scheme, according to verbal instructions.
The board games "Hockey", "Basketball", "Football", "Billiards", "City roads", etc. contribute to the formation of the ability to follow moving objects with a glance and at the same time evaluate their position in space.
We emphasize that children with intellectual disabilities master the skill of observing several moving objects through repeated performance of specially selected exercises. First, observation of two objects is organized (where is the mouse, where did the bunny run? In which direction did the truck go, and in which fire truck? Etc.), the number of objects gradually increases and the direction of their movement becomes more diverse.
The most difficult thing for visual perception of children with intellectual disabilities is to determine the distance, length to the object, volume, depth of space, highlighting the ratio and movement of various parts (objects) in the perceived space, changing their position. It is important to teach children how to measure objects in space, determine their own location, and simulate various spatial situations. For this purpose, exercises are used to develop the eye:
Determine how many steps to the desk, to the doll, to the intersection (on the street), etc.; who sits further: Kolya or Marina; who is higher: Sasha or Tolya, etc.
Pick up objects by eye that are in the same ratio in size as in the sample (two matryoshka dolls of a contrasting size).
Show the ratio of two objects in height using columns (strips), etc.
Divide a circle, square, rectangle into 2, 4, 3 equal parts.
Cut the ribbon into equal pieces.
As children master the methods of measuring distance with a meter, you can complicate tasks by offering to determine the distance in centimeters, meters by eye. It is also possible to use exercises and games for orientation in space.
The teacher-psychologist should remember that the optimal combination of the amount of verbal and visual information, repeated exercises for each of the above positions stimulate and improve the visual perception of children. At the same time, the verbalization of the actions performed contributes to the consolidation of the received ideas.
Work on the activation of visual functions should be built taking into account the requirements of hygiene and the prevention of visual impairment. The reasons for the decrease in visual acuity are different, but the main one is eye strain during exercise. Experts believe that even children with normal vision need to regularly perform a set of exercises to relieve eye strain and provide opportunities for rest for the eyes.
Visual acuity largely depends on the systematic training, so such exercises should be mandatory in all remedial classes. Let's give examples.
The teacher reads the poem, and the children do the exercises.
Pinocchio stretched (the children stand on their toes, raise their hands and look at their fingertips), turned to the right, left, down, looked up (without turning their heads, they look to the right, left, down, up) and quietly sat down in place.
During visual gymnastics in the classroom, children approach the window, look into the distance, mark near and far, high and low, thick and thin, wide and narrow objects and objects, fix the named color with their eyes for a certain time (5-10 s), etc. .
In the appendix to this work, we present some didactic games and exercises for the development of visual perception (Appendix 2).
A total of 10 classes were held, developed in accordance with the manual of E.V. Gorbatova "Prepare the hand for writing". We planned that the tasks we use in the course of remedial classes will help develop the visual memory of preschoolers with intellectual disabilities, as well as develop the imagination of children, the ability to concentrate, and expand their vocabulary.
The material of the classes is presented in the form of gradually becoming more complex classes and, taking into account the specifics of preschool age, is predominantly playful and entertaining. Classes include exercises (graphic and educational type), graphic games aimed at developing children's voluntary regulation of hand movements according to various parameters, the formation of skills for creating objective and linear images in various ways (tear-off, continuous movement). The content of each lesson is not limited only to solving problems in the formation of writing skills, it is also aimed at systematizing children's ideas about the surrounding reality, developing their spatial orientation, visual memory, attention, and imagination.
The content of graphic exercises is varied: hatching, tracing given lines and contours, drawing lines of various configurations, making images in color, reproducing graphic patterns by cells and without relying on them, independently creating various options for decorative compositions using reference signs (dots, sticks) and without them, taking into account the principles of rhythm, symmetry, writing graphemes (individual elements of alphabetic characters).
At the same time, on the same material, children develop attention, visual memory, visual-spatial relations, the functions of distribution of attention (the ability to concentrate on several perceived objects), control functions as integral components of graphomotor activity are formed. Children get an idea about the working line, cell, ruler.
Performing graphic exercises, the child learns to follow the instructions exactly and work independently, express his judgments coherently and consistently, which is especially important when preparing him for schooling.
The use of visual materials when performing graphic exercises is variable. At the first stages of work, it is appropriate to use felt-tip pens: they leave a clear, bright mark and do not cause tension in the child’s hand when drawing lines of different configurations. Colored pencils allow you to draw images in color. The combination in the image of colored pencils and felt-tip pens forms in children the experience of working with various materials, taking into account their visual features, and strengthens the skills of regulating the force of pressure.
Classes can be held both individually and with a group of children. The duration of classes is 15-20 minutes.
Each graphic exercise carries a certain methodological load, so do not rush the children. The exercise that the child did not have time to complete during the lesson, he can complete in his free time on his own, together with the teacher or parents.
When conducting classes, it is necessary to monitor the illumination of the workplace, the posture of the child, his ability to hold a pencil correctly, and not turn the notebook over when performing graphic exercises.
During the graphic activity of children, you can pause using exercises for the fingers, arms, back, eyes (voluntary squeezing and unclenching the fingers; elements of psycho-gymnastics and finger gymnastics; switching close and distant vision).
When performing graphic exercises, children reinforce the ability to hold a pencil (or felt-tip pen) freely, it is easy to make movements in different directions. Hatching exercises are used to form the skills of uniform hand movement under visual control. Children learn the rules of hatching: do not go beyond the contour, draw lines in one direction, keep the distance between them (no more than 0.3-0.5 cm).
Children also practice drawing images that combine horizontal, vertical, oblique, wavy lines, and closed shapes. So, the graphic game "Finish the castle" trains the baby's hand in drawing parallel lines. At the same time, children independently determine the direction of the lines and the movement of the hand corresponding to them (from top to bottom, from left to right, etc.).
Graphic games and exercises "Divide the circle in half", "Build towers", "Draw a fence" help children master the visual function (set equal, half ratios, etc.).
Children learn to differentiate the force of pressure on a pencil or felt-tip pen, improve the skills of drawing lines in an inseparable way.
Lesson 1.
Task 1. Consider carefully the drawings. Name what is on them.
Task 2. Circle all the lines until a complete image is obtained. Run all images in color. At the beginning, encourage the children to draw lines confidently without taking their hands off the sheet. Together with the children, specify how these lines are called (straight, closed, curve, broken line, etc.). After the name of each line, you can show it with a hand movement.
Task 3. Make a drawing in a free frame using different lines. Encourage children's creativity by paying attention not to the speed of the task, but to the variety of lines used in the drawing.
Task 4. Draw a dotted line (-) on the drawings at the bottom of the sheet. Shade an extra item in this row (fungus). The rest of the items are named in one word. Pick a color and paint them so that they become "ripe".
Teach children to hatch in the center with sweeping movements, limiting them closer to the contour, to paint over with a solid, even field. Reward the children who completed the hatching without going beyond the contour, painted without "breaks".
Lesson 2.
Task 1. Divide all the circles in half and shade the resulting semicircles in accordance with the sample. Explain to the children that the dividing line should only run in the middle of the circle, otherwise there will not be two identical semicircles. For those who find it difficult, you can suggest pre-drawing a line with your finger. Encourage the quality of hatching, the desire of children to cope with the task on their own.
Task 2. Draw the sun rising from the horizon. Color the semicircle with a yellow pencil. Orient the children to the fact that they should get the upper semicircle of the circle divided in the first task, and it must be placed strictly within the boundaries of the drawn black line. Explain that the horizon line is a horizontal line.
Task 3. Find a picture consisting only of circles. First circle it along the contour, then color it.
Task 4. Draw a line in the middle of the road.
Additional task. Invent and draw on a separate sheet of paper an object consisting only of squares or triangles; evaluate the sun - color it depending on the quality of the drawn semicircles (neat and even semicircle - with a red pencil, uneven - blue).
Lesson 3.
Task 1. Find and color two identical trees. Invite the children to name in the process of completing the task in which direction the wind tilted the trees.
Task 2. Finish the fence.
Task 3. Circle the castle along the dotted lines and "finish" it (finish the bricks). Shade the towers of the castle. Explain to the children that they must trace the dotted lines first, and then continue the "building". Encourage those whose horizontal lines are parallel, and the breakdown into bricks is uniform. Remind that the internal openings of the towers (windows, loopholes) must be left unshaded.
Additional task. On a separate sheet of paper, draw the owner (hostess) of the castle. Come up with a funny or sad fairy tale about the inhabitants of the castle.
Lesson 4.
Task 1. Name how many cells are located in the direction indicated by the arrow. Shade all selected cells. Explain to the children that this direction of the arrow is called vertical. Offer to compete in shading cells. Set the rules: the winner will be the one who not only quickly completes the task, but also does the job neatly, without going beyond the contour.
Task 2. Draw vertical lines in the middle of each drawing. Find symmetrical patterns. Colorize. Remind the children that the beginning of the movement and its direction are indicated by the arrows above the pictures.
Task 3. Draw the teeth of the combs according to the model. Encourage the children to draw the teeth parallel to each other, trying to fit as many teeth as possible on the proposed surface of the comb.
Lesson 5.
Task 1. Carefully consider the drawn toys. Outline them along the contour lines. Name the geometric shapes used by the artist. Color them according to the condition.
Task 2. Decorate the frame with decorative elements. Explain to the children that the dots on the inside of the frame serve as a guide for applying the pattern evenly. Encourage them to apply the pattern first with a break and then with a continuous motion.
Task 3. Build pyramids from the proposed building material. Shade. Invite the children to name the "details" of the building material: rectangle, circle, oval. Specify that the basic principle of construction is the gradual reduction of each subsequent part in size. Explain that there should be 5-7 details; for the pyramid to be strong, they must be in contact with each other. Shade with colored pencils the most successful pyramid, the details of which have a clear shape and a gradual increase.
Task 4. Color the figures from which the pyramids are built.
Additional task. Count and write down how many times each figure occurs in the figures in the frame; on a separate sheet of paper (or on a board) draw an object from the proposed figures: О С V (these figures were not used in the first task).
Lesson 6.
Task 1. Circle only identical drawings. Have the children look at the pictures carefully first. Remind them that they may be similar, but not the same. You can arrange a mini-competition "The most attentive". Discuss with the children that the winner will be the one who is not only the first to find and circle the same drawings, but also names their location (upper left corner, lower right, etc.).
Task 2. Come up with your own identical figures (objects) and draw them in the free windows. Explain to the children that their drawings should be different from those presented in the table.
Task 3. Collect beads on a string. Color them by alternating colors. Specify that the thread that the children draw should go through the middle of the beads.
Task 4. Draw a fence from circles.
Additional task. Determine what objects the pictures in the table look like; shade the large circles of the fence.
Lesson 7.
Task 1. Carefully consider the sample, which is located at the top left. Draw the missing details on the rest of the drawings. Circle and color the house that turned out to be the most beautiful.
Task 2. Draw the silhouettes of objects. Colorize. Combine them into one plot and tell a funny story about a monkey. Specify that the movement of the hand is directed by an arrow, and the line should pass in the middle, without affecting the inner and outer contours of objects.
Task 3. Continue to draw the ornament according to the pattern in the direction indicated by the arrow. Pay attention to the children that the ovals fit into the cells at an angle, while their alternation with circles is observed. If the task is carried out in the form of a graphic game, then when analyzing children's work, encourage the children who completed it first and correctly.
Task 4. Invite the children to evaluate the quality of their work and shade the most successful images of the first and third tasks.
Task 1. Draw twigs and needles for Christmas trees, grass. Draw the children's attention to the location of the branches, the proportional ratio of branches and needles.
Task 2. "Put on" prickly coats on hedgehogs (finish). First, the children trace the lines along the dotted line, then continue them, independently place the "needles".
Task 3. Complete the plot composition by adding details (mushrooms, berries, other inhabitants of the forest). Clarify with the children the rules for constructing a composition, the dependence of the size of the depicted object on its remoteness.
Task 4. Find hidden objects and draw them in the cells one by one.
Task 5. Continue the pattern according to the sample. Remind the children that after each element it is necessary to retreat one cell at a time. You can carry out this task in the form of a graphic game.
Additional task. Clarify the location of the hedgehogs in the plot composition, fixing the orientation of the children on a piece of paper; come up with an interesting story about the hedgehog family; shade the berries drawn in the pattern.
Lesson 9.
Task 1. Finish the second half of the items. Colorize the images.
Task 2. Find among the surrounding objects symmetrical and draw them in frames. Shade.
Task 3. Draw a path for a grasshopper, a caterpillar and an ant. Determine which of them will reach the finish line faster, and explain why. Invite the children to draw the trajectory of their path to the end of the line with uniform continuous movements.
Task 4. Underline the places where "athletes stumbled" (went beyond the boundaries of the allotted distance). Encourage the desire of children to evaluate the completed task, to find the advantages and disadvantages of their graphic works.
Additional task. Think about what the judges who will judge the competition might look like and draw them on a separate sheet of paper; remember the names of various sports and try to depict them with symbols (for example, weightlifting, etc.).
Lesson 10.
Task 1. Find the differences in the pictures. Encourage children to find as many differences as possible. Offer to name the location of the found details in the overall composition.
Task 2. Color the pictures: paint over the same parts with one color, different ones with two.
Task 3. "Feed" the mouse with cheese (draw its path to the treat). Specify that the numbers and arrows in the box show how many cells you need to count and in which direction to move. You can offer a mutual check - a friend to evaluate the accuracy of the task.
Additional task. Draw fur for cats and mice with strokes; shade the upper and lower rows of cells, alternating them through one; draw on a separate sheet of paper with whom the mouse will share the cheese when it gets to it.
3.2 Studying the effectiveness of correctional and developmental education
After conducting correctional classes with children, we carried out a repeated diagnosis of all 24 children using the same methods as at the initial stage of the experiment (Kataeva A.A., Strebeleva E.A.):
). Method "Colors";
). Methodology "Forms";
). Method "Fold strips";
). Method "Determine who has what object."
As a result, the following results were obtained.
Quantitative data obtained during the "Colors" technique are presented in tables 12 and 13 and in figure 5.
Table 12
Perception of primary and secondary colors by preschoolers (in % of the total number of subjects)
Category of children Choosing a primary color when calling it an adult Naming a primary color Choosing a secondary color when calling it an adult Naming an additional color Children with normal development 10010091,783.3
Table 13
Perception by preschoolers with intellectual disabilities of primary and secondary colors at the control stage of the experiment
Children with intellectual disabilities Choosing the primary color when calling it an adult Naming the primary color Choosing an additional color when calling it an adult Naming an additional color Vova K. Kostya V. Vika S. Seryozha V. Vasya T. Taras B. Bella R. Rita B. Borya D. Dina N Nastya L Lenya Sh. + + + + + + + + + + + ++ + + + + - + + + + + ++ + - + + + - + - + - -- + - - - + - - - + + +% / number of correct answers100/1291.7/1158.3/741.7/5
Note: 1 parameter: choice of primary color; 2nd parameter: name of the main color; 3rd parameter: choice of additional color; 4th parameter: name of the additional color.
Fig.5. Comparative indicators according to the "Colors" method at the ascertaining and control stages
Based on the presented data, it can be concluded that in children with mild intellectual impairment, ideas about color have become more formed. Difficulties in naming the main and additional colors now arose in 90.7% and 54.7% of children (previously - 84.7% and 34.7%). The greatest difficulties in preschoolers with intellectual disabilities also arose in recognizing additional colors.
Based on the data presented in the table, it can be seen that 90.7% of preschoolers with intellectual disabilities and 98.6% of children with normal development correctly name the primary colors presented to them. High scores indicate that the words-names of colors are in the active vocabulary of preschoolers, and they use them in their speech.
Thus, we can say that the ideas about the primary colors of the spectrum in children with mild intellectual impairment are now at a higher level and are close to the age norm, while the recognition and naming of additional colors by preschoolers with developmental problems cause the greatest difficulties. .
The second method was carried out in order to determine the knowledge of children about geometric shapes and their names.
The results of the control stage according to this technique are shown in tables 14, 15 and 16, as well as in figure 6.
Table 14
Perception of geometric shapes by preschoolers (in % of the total number of subjects)
Table 15
Perception of geometric figures by preschoolers with intellectual disabilities at the control stage of the experiment
Children with intellectual disabilities Choosing a geometric figure when naming it by adults Naming a geometric figure by children ????score ????ballVova K. Kostya V. Vika S. Serezha V. Vasya T. Taras B. Bella R. Rita B. Borya D. Dina N. Nastya L Lenya Sh. + + - + + - + + + + - + + + + + + + - - - + + ++ - + + + + + + + + + ++ - + + + + - + - - - -4 2 3 4 4 3 2 2 2 3 2 3+ + + - + - + - + + + +- + + + + + - + + + - ++ + + + + + + + + + + ++ + - + - + + - + - + +3 4 3 3 3 3 3 2 4 3 3 4
Table 16
General indicators in preschool children with intellectual disabilities according to the "Forms" method at the control stage of the experiment
Children with intellectual disabilities Choice of a geometric figure when naming it by adults Naming a geometric figure by children Number of children% Number of children% High (4) 325% 325% Medium (2-3) 975% 975% Low (1-0) ----
The choice of a geometric figure when naming it by adults Naming a geometric figure by children Fig.6. General indicators in preschool children with intellectual disabilities according to the "Forms" method at the control stage of the experiment
In Figure 7, we will reflect the comparative indicators according to the "Forms" method at the ascertaining and control stages of the experiment (the choice of a geometric figure when naming it by an adult and naming a geometric figure by children).
Fig.7. Comparative indicators according to the "Forms" method at the ascertaining and control stages
% (previously 94.4%) of children with normal intelligence and 89.1% (previously 79.1%) of children with intellectual disabilities correctly show geometric shapes by its name (Table 6). The percentage of correct answers of preschoolers with developmental problems has become higher.
Based on the data presented in Table 6, 93.3% (previously 83.3%) of children with normal development and 80.8% (77.8%) of children with mild intellectual impairment do not make mistakes when naming geometric shapes. As a result of the analysis of the children's answers, it can be said that the main difficulties in all children, as well as at the initial stage of diagnosis, were caused by the definition of such a geometric figure as a rhombus.
Thus, we can conclude that the ideas about geometric shapes in children with mild intellectual impairment became more formed after corrective classes.
The following technique was aimed at identifying the child's ability to determine the value.
The results are shown in tables 17, 18 and 19 and in figure 8.
Table 17
Determination of the value by preschoolers (in% of the total number of subjects)
Table 18
Determining the value of preschoolers with intellectual disabilities at the control stage of the experiment
Children with intellectual disabilities Cope on their own Cope with an adult's prompt Didn't cope Vova K. Kostya V. Vika S. Seryozha V. Vasya T. Taras B. Bella R. Rita B. Borya D. Dina N. Nastya L Lenya Sh. + - - + - - - - + + + -- + + - + - + - - - - -- - - - - + - + - - - +
Table 19
General indicators of preschoolers with intellectual disabilities according to the "Fold strips" method at the control stage of the experiment
Children with intellectual disabilitiesNumber of children%Did it on their own541.67%Did it with a hint433.33%Did not do it325%
Fig.8. General indicators of preschoolers with intellectual disabilities according to the "Fold strips" method at the control stage of the experiment
In Figure 9, we will reflect the comparative indicators according to the "Fold the strips" method at the ascertaining and control stages of the experiment.
Fig.9. Comparative indicators according to the method "Fold the strips" at the ascertaining and control stages
So, 10% (previously - 16.7%) of children with normal development and 40.8% (previously - 50%) of children with intellectual disabilities did not cope with the proposed task at the control stage of the experiment. Thus, children with intellectual disabilities still find it difficult to distribute objects from larger to smaller or vice versa.
Tables 20, 21 and 22, as well as Figure 10, present the quantitative data obtained during the "Determine who has what object" technique at the control stage of the experiment.
Table 20
Perception of the size of objects by preschoolers (in % of the total number of subjects)
Table 21
Perception by preschoolers with intellectual disabilities of the magnitude of objects at the control stage of the experiment
F.I. child with intellectual disability Showing an object of a certain size by naming it as an adult Naming the size of an object itself with a hint did not cope with a hint Vova K. Kostya V. Vika S. Seryozha V. Vasya T. Taras B. Bella R. Rita B. Borya D. Dina N. Nastya L Lenya Sh - + + + - + - + + + + ++ - - - + - + - - - - -- - - - - - - - - - - -- + + - - + + + + - - -+ - - - - - - - - - - -- - - + + - - - - + + +
Table 22
General indicators of preschool children with intellectual disabilities according to the experiment
Children with intellectual disabilities Showing an object of a certain size by calling it an adult Naming the size of an object number of children% number of children% Managed it yourself 975% 650% Managed the hint 325% 18.33% Did not cope 0-541.67%
Showing an object of a certain size by naming it by adults Naming the sizes of an object Fig.10. General indicators of preschool children with intellectual disabilities according to the method "Determine who has what subject" at the control stage
In Figures 11 and 12, we present comparative indicators according to the "Determine who has what object" method at the ascertaining and control stages of the experiment.
Fig.11. Comparative indicators according to the method "Determine who has what subject" at the ascertaining and control stages
Fig.12. Comparative indicators according to the method "Determine who has what subject" at the ascertaining and control stages
Based on the presented data, it can be seen that 100 (previously - 97.5%) children with normal mental development and 95.8% (previously - 90.8%) children with developmental problems correctly show the object of the required size. A high percentage of correct answers indicates that children know the names of the quantities. However, as before, only 52.5% (previously - 40.8%) of children with intellectual disabilities correctly use words denoting relationships in magnitude, all concepts cause difficulties for these children.
Thus, the most difficult to understand children with intellectual disabilities are still relationships in magnitude. As a result, according to the results of repeated diagnostics, it can be seen that the correction of visual perception of children with intellectual disabilities and children with normal development was successful and there are positive results.
Conclusion on Chapter III
In the course of the experimental study, we carried out correctional work with all 24 children who took part in the experiment - 12 children with normal mental development and 12 children with mild intellectual impairment.
A total of 10 classes were held, developed in accordance with the manual of E.V. Gorbatova "Prepare the hand for writing". The tasks used in the course of remedial classes developed the visual memory of preschoolers with intellectual disabilities, as well as the imagination of children, the ability to concentrate, and expanded their vocabulary. The material of the classes is presented in the form of gradually becoming more complex classes and, taking into account the specifics of preschool age, is predominantly playful and entertaining.
After conducting correctional classes with children, we carried out a second diagnosis of all 24 children using the same methods as at the initial stage of the experiment.
So, the conducted experimental work confirmed the hypothesis of the final qualifying work: the used complex of remedial classes contributes to the correction of visual perception in preschool children with intellectual disabilities.
Conclusion
As a result of the analysis of literary sources, as well as the experimental work carried out, it was found that children with intellectual disabilities have features of sensory development, manifested in the lack of formation of sensory standards of color, shape and size.
Children with intellectual disabilities are distinguished by unformed ideas about objects and phenomena of the surrounding reality. This is due to deficiencies in visual perception, which are very pronounced in preschool age. Most children with intellectual disabilities have difficulties in isolating a figure against the background, difficulties in recognizing visually perceived real objects and images, in building a holistic image from separate presented parts. Children find it difficult to recognize unusually presented objects: when the image is presented as a contour or incomplete, underdrawn, contour images of objects are superimposed on each other, crossed out with straight lines, inverted images, schematic drawings.
Visual perception, remaining a controlled, meaningful, intellectual process, relying on the use of methods and means fixed in culture, allows you to penetrate deeper into the environment and learn more complex aspects of reality. Without a doubt, children with intellectual disabilities, having a low level of development of perception, need corrective work, which requires the involvement of a variety of techniques and methods.
The following conclusions can be drawn:
). Children with intellectual disabilities perceive similar qualities of objects as the same objects;
). Children have a low level of analyzing observation;
). Assimilation of sensory standards is slower than that of normally developing peers;
). It is especially difficult to master the standards of size, while the standards of color and shape learned by children are close to normal;
). With the provision of corrective assistance, preschoolers with intellectual disabilities are able to improve their results.
Visual perception consists of a large number of functions, so it is important to evaluate its various aspects. Various diagnostic methods have been considered. One of the tests for children aged 5-7 years, the most widely used worldwide, is a comprehensive M. Frostig test.
To confirm the features of visual perception in children with intellectual disabilities, a stating experiment was carried out, the tasks of which were: to study the features of assimilation of color standards; study of the features of the assimilation of form standards; study of the features of assimilation of measurement standards by preschoolers with intellectual disabilities.
As a result, we got the following results:
ideas about the main colors of the spectrum in children with mild intellectual impairment are formed at a high level and are close to the age norm, while the recognition and naming of additional colors by preschoolers with developmental problems cause the greatest difficulties;
ideas about geometric shapes in children with mild intellectual impairment are not sufficiently formed. Preschoolers make mistakes both when showing a figure by name and when naming it;
children with intellectual disabilities find it difficult to distribute objects from larger to smaller or vice versa;
the most difficult to understand children with intellectual disabilities are relationships in magnitude.
Identified difficulties in visual perception must be corrected even before the start of schooling.
In the course of correctional work, 10 classes were held, developed in accordance with the manual of E.V. Gorbatova "Prepare the hand for writing". The tasks used in the course of remedial classes developed the visual memory of preschoolers with intellectual disabilities, as well as the imagination of children, the ability to concentrate, and expanded their vocabulary. The material of the classes is presented in the form of gradually becoming more complex classes and, taking into account the specifics of preschool age, is predominantly playful and entertaining.
After conducting correctional classes with the children, we re-diagnosed all the children using the same methods as at the initial stage of the experiment.
As a result, according to the results of repeated diagnostics, it became clear that the correction of visual perception of children with intellectual disabilities and children with normal development was successful and there are positive results.
So, the conducted experimental work confirmed the hypothesis of the final qualifying work: the used complex of remedial classes contributes to the correction of visual perception in preschool children with intellectual disabilities.
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Applications
Attachment 1
Instructions for testing according to the method of M. Frostig
Test material and pencils are placed in front of each child. The researcher fills out the registration sheet, and throughout the testing he enters into it all the comments about the work of the child.
Researcher's instructions: "Now we will draw with you. Listen carefully to the task and do it as I say. Start each task only at my command. When you finish the task, put the pencil on the table and wait for the instructions for the next one. If you do not understood the task, ask immediately so as not to make mistakes.
Note. This instruction can be repeated as needed.
Subtest 1
Equipment
: "Do not take your pencil off the paper when completing all tasks. Do not twist the test sheet."
During the entire subtest, the researcher constantly checks that the child does not tear the pencil off the paper, does not turn the sheet, because when the sheet is turned, the vertical lines become horizontal, and vice versa. If the child tries hard to turn the sheet over, then the result of this task is not taken into account. When performing tasks in which directions of movement are given, it is necessary to ensure that the subject draws lines in a given direction. If he draws lines in the opposite direction, the result of the task is not taken into account.
Exercise 1. A dot and an asterisk are drawn here (show). Draw a straight line from dot to star without lifting your pencil from the paper. Try to keep the line as straight as possible. When you're done, put your pencil down.
Task 2. Two vertical lines are drawn here (show). Find the middle of the first line, and then the second. Draw a straight line from the middle of the first strip to the middle of the second. Don't take your pencil off the paper. When you're done, put your pencil down.
Task 3. Look: here is a path drawn (show). You need to draw a straight line from the beginning to the end of the path along its middle. Try not to let the line touch the edges of the track. Don't take your pencil off the paper. When you're done, put your pencil down.
Task 4. A dot and an asterisk are also drawn here. You need to connect them by drawing a straight line from top to bottom.
Task 5. Draw a straight line from top to bottom, without lifting the pencil from the paper, and connect the middle of the top strip with the middle of the bottom.
Task 6. Draw a vertical straight line in the middle of the track from top to bottom. Do not touch the edges of the track, when finished, put the pencil away.
Tasks 7-12(the instructions below are the same for all tasks). Now you need to circle the drawn figure along a dashed line, and then draw exactly the same figures yourself. Draw them as you see them, try to correctly convey the shape and size of the figure. Outline the figure and draw only in the given direction and try not to tear the pencil off the paper. When you're done, put your pencil down.
Tasks 13-16(the instructions below are the same for all tasks). Now you need to circle the proposed drawing along a broken line, but you need to draw a line only in the direction in which the arrow shows. Once you've drawn to the "crossroads", look where the arrow is pointing, and draw further in that direction. The line should end at an asterisk (show). Don't take your pencil off the paper. Do not forget that the sheet cannot be twirled. When you're done, put your pencil down.
Subtest 2
Equipment: test material, colored pencils (felt-tip pens) for each child, demonstration cards depicting an equilateral triangle, rectangle, cross, semicircle, pentagonal and hexagonal stars, rhombus and oval.
Instructions for all tasks of the subtest: "Don't take your pencil off the paper. Hold the pencil to the right of the lines of the figure. When you're done, put the pencil down."
Attention! Remember to repeat the instructions before the children complete each item in this subtest. Make sure that the child takes sheets with the appropriate tasks.
Demonstration cards (hereinafter DC) are presented to the child for a certain time, then removed. The figure on the DC should not be presented as it is drawn in the test task. For example: when demonstrating a triangle, you need to show it differently than it is shown in the task. Make sure that the child tries to complete the task with one solid line, i.e. did not take the pencil off the paper.
Exercise 1. Now we will find familiar shapes and circle them. Do you know what it means to circle a figure? (If the child does not know, it is necessary to explain and show.) Look carefully at the card. Here is drawn triangle. And now in the figure, find and circle the triangle hidden there with a colored pencil.
Task 2. Look: on the card is drawn rectangle. Now find it in this picture and circle it.
Task 3 cross. Find it in the picture in front of you and circle it.
Task 4. And on this card you see semicircle. Find it in the picture and circle it.
Task 5. Look: here is a hexagonal star(DK). Now look at the picture of the task. Here, too, two hexagonal stars are drawn, but they are confused with each other. Take any two colored pencils and circle one star with one color and the other with a second. Circle carefully, do not rush.
Task 6. Look at the card, it has a pentagonal star(DK). Now look at the picture of the task. Here, too, such stars are drawn. How many? Four, but they're all mixed up. Take four colored pencils and try to "unravel" the stars: circle each of them with your own color. Be careful and try to encircle each star with a continuous line. When you're done, put your pencil down.
Task 7. Look at the task picture. A circle is depicted here, and inside it, among the stripes, are hidden several diamonds(show the children the DC). Take a colored pencil and circle as many diamonds as you can find.
Task 8. Hidden in this circle ovals(show the children the DC). Try to find them in your drawing and circle them.
Here you can take a 5-10 minute break.
If the child is very tired, then interrupt the work and continue it the next day.
Subtest 3
Equipment: test material, two colored pencils, demonstration cards with the image of a circle, a square. Additionally, you can use cards with the image of a rectangle, rhombus and oval.
Instructions for all tasks of the subtest: "Do not twist the test sheet, try to circle the figure with one continuous line."
Attention! Remember to repeat the instructions before the children complete each item in this subtest. Make sure that the child takes sheets with the appropriate tasks.
Demonstration cards are presented only for the duration of the explanation, then removed. The task execution time is not limited.
Exercise 1. Now you have a new task ahead of you. Look: there are many different figures drawn on the sheet, but among them there are squares(show DC). You need to find as many of them as possible and circle them. Be careful not to confuse them with rectangles (DK) or rhombuses (DK). Take your time, the squares here are large and small, white and shaded. When you're done, put your pencil down.
Task 2. And on the test sheet, you also need to find and circle the shapes as much as possible, but circles(show DC).
Subtest 4
Equipment: test material, simple pencil.
Instructions for all tasks of the subtest: "Do not turn over the test sheet, there is only one figure similar to the sample, work carefully."
Attention! Remember to repeat the instructions before the children complete each item in this subtest. Make sure that the child takes sheets with the appropriate tasks.
This subtest is carried out at a fairly fast pace. It is necessary to ensure that the child marks only one figure, and not several, and does not correct. If he finds it difficult to select a specific task from the test sheet, you can close subsequent tasks with a blank sheet of paper.
Exercise 1. Look at the first line. Here are drawn corners. They are all depicted differently, but among them there is one drawn in the same way as the sample (drawn separately, show it to the child). Find exactly the same corner among the rest and cross it out. Look carefully, the corners are very similar, but only one of them is "correct".
Task 2. And here you need to find exactly the same a circle, as in the sample (show the child a sample), and cross it out.
Tasks 3, 4(the instructions below are the same for both tasks). The next task is more difficult. Here are drawn three figures, but they are located not just like that, but in a certain order (show a sample). Look at them carefully, find exactly the same group among the rest and cross it out.
Tasks 5, 6(the instructions below are the same for both tasks). Take the next test sheet. Look: on the sample (task 5) are drawn two triangles(in task 6 - circle, squareand triangle). You need to find exactly the same drawn figures among the rest in the series and cross them out.
Tasks 7, 8(the instructions below are the same for both tasks). And in these tasks, the sample - letter. Find the same among the rest of the letters and cross it out.
Subtest 5
Equipment: test material, simple pencil.
Instructions for all tasks of the subtest: "Do not turn over the test sheet and do not twist, try not to tear the pencil off the paper, do not erase, do not correct."
Attention! Remember to repeat the instructions before the children complete each item in this subtest. Make sure that the child takes sheets with the appropriate tasks.
Tasks 1-8(the instructions below are the same for all tasks). Look carefully at the picture of the task. You see a figure (show in the picture). What does she look like? But it is drawn not just like that, but by points, i.e. each line goes from one point to another. You need to draw the same figure, connecting free points with lines. Be careful, keep track of where the lines go from which point to which. When you're done, put your pencil down.
Subtest 6
Equipment: test material, simple pencil.
Instructions for all tasks of the subtest: "Do not rotate the test sheet. Do not circle those lines that are already in the drawings, draw only what is missing."
Attention! Remember to repeat the instructions before the children complete each item in this subtest. Make sure that the child takes the sheets with the appropriate tasks.
If it is difficult for a child to select a task from the test sheet, subsequent ones can be closed with a blank sheet of paper.
Exercise 1. Here is drawn square(show), and five squares are not drawn nearby, i.e. the drawing is not finished. Try to draw these squares correctly. They must match the pattern. Do not forget: those lines that already exist cannot be outlined.
Task 2. And here you need to finish the figures so that they do not differ from the sample - circlewith a cross (show). Be careful.
Task 3. The sample in this assignment is similar to the envelope(show). Draw unfinished drawings. Take your time, do not circle the already drawn lines.
Task 4. And the last task. Draw incomplete figures. Should work rhombuswith a corner (show).
Don't forget to praise your child for their work!
Annex 2
Didactic games and exercises
for the development of visual perception
"What changed?"
The child is offered to consider several cards with letters (words, numbers, geometric shapes, etc.) and turn away (leave the room). The teacher removes (adds or swaps) cards. The child determines what has changed.
"Find the mistake"
The child is offered a card with incorrect spellings:
words - one letter is written in a mirror way (omitted, extra inserted);
examples - an error was made in the calculation, the figure is written in a mirror, etc .;
sentences - a word that is not suitable in meaning is omitted or inserted (similar in spelling, etc.).
The child explains how to fix this error.
"Find differences"
Children are offered to consider paired pictures with signs of differences (cards of letters and numbers with different spellings, different images of the same geometric shapes, etc.) and find these signs of difference, similarity.
"Sign table"
Children are offered on a color table to show the numbers of a certain color in ascending (descending) order for a certain time.
"Overlay Images"
The child is presented with 3-5 contour images (objects, geometric shapes, letters, numbers) superimposed on each other. All images must be named.
"Hidden Pictures"
They present figures consisting of elements of letters, geometric shapes. It is required to find all hidden images.
"Noisy Images"
They present contour images of objects, geometric shapes, numbers, letters that are noisy, i.e. crossed out with lines of various configurations. They need to be identified and named.
"Paired Images"
Two subject images are presented, outwardly very similar to each other, but having up to 5-7 minor differences. It is required to find these differences.
Options:
paired toys are used;
present the object and its image.
"Unfinished Images"
Present images with underdrawn elements, such as a bird without a beak, a fish without a tail, a flower without petals, a dress without a sleeve, a chair without a leg, etc. You need to name the missing details (or finish drawing).
Options:
present images on which only a part of the object (or its characteristic detail) is drawn, it is required to restore the entire image.
"Bitmaps"
Present images of objects, geometric shapes, letters, numbers, made in the form of points. You need to name them.
"Reversed Images"
They present schematic images of objects, letters, numbers, rotated by 180 °. You need to name them.
"Sliced Images"
Present parts of 2-3 images (for example, vegetables of different colors or different sizes, etc.). It is required to assemble whole images from these parts.
Options:
offer pictures with images of various objects, cut in different ways (vertically, horizontally, diagonally into 4, 6, 7 parts, curved lines).
"Memorize and Draw"
The child is asked to memorize a series of 4-6 objects, and then draw them schematically.
"Letters"
Several rows of randomly arranged letters of the alphabet are offered. It is necessary to find and circle with a pencil (or underline):
all letters I;
in one color all the letters B, and in another color all the letters P.
"Find a Letter"
In the text, the child is offered to underline the letter A with one line, all the letters H with two lines, put a dot under the letter O.
"Where did the flashlight come on?"
The teacher lights a flashlight in different places in the room, the child must determine its location.
"Fold the Pattern"
Fold the same pattern as proposed by the teacher, as well as make a variety of patterns from the cubes of Kos, Nikitin.
"locker"
Material: matchbox glued cabinet with drawers.
In front of the child's eyes, a small toy is hidden in one of the drawers. After 15-20 minutes, the child is offered to find it.
Options:
hide 2-3 toys at the same time;
find a toy hidden in a box according to verbal instructions.
Annex 3
Tags: Development of visual perception in preschool children with intellectual disabilities Diploma in Pedagogy
To clarify the question of the existence of innate mechanisms of perception and the role of experience in its development,
numerous experiments with babies. Many authors did not agree with W. James's description of the baby's sensory world as a "buzzing confusion" of sensations. Let us present a number of empirical studies that tried to answer a fundamentally important question posed by the brilliant English experimental psychologist T. Bauer: “What a child sees when he looks at the world around him is a set of different a welter of iridescent fleeting shadows?” .
In T. Bauer's experiments on infants, a conditioned reflex technique was used to develop a reaction to a visual stimulus presented to him. Correct reaction of the child: head turn in response to the presentation of a conditioned stimulus to him - a white cardboard cube with a face of 30 cm at a distance of 1 m - was reinforced by the sudden appearance of a female experimenter who, smiling at the child, said “cuckoo”, and then disappeared (Fig. 129). Experiments were carried out to study the constancy of perception, so the distance to this cube and its size changed. In each series, the frequency of rotation of the child's head was calculated. The results obtained showed that the child turns his head to the conditioned stimulus (a cube with a face of exactly 30 cm at a distance of 1 m) 4.5 times more often than to a cube with a face of 90 cm presented at a distance of 3 m, i.e. having the same angular size as the conditioned stimulus. This study proves that 6-8 month old infants respond to visual size constancy, not visual angle constancy.
Similar experiments were carried out to study the constancy of perception of the shape of a rectangle. The conditioned stimulus was a wooden rectangle measuring 25x50 cm, located
ny at an angle of 45 ° to the frontal plane at a distance of 2 m from the eyes of the child. Differentiation stimuli were: stimulus 1 - a rectangle located perpendicular to the gaze; stimulus 2 - a trapezium located perpendicularly and creating an image on the retina the same shape like a conditioned stimulus; stimulus 3 - a trapezoid located at an angle of 45°. The results showed that the conditioned stimulus evoked an average of 51 responses, stimulus 1 - 45.13 responses, stimulus 2 - 28.5 responses, stimulus 3 - 26 responses. Thus, it was found that children aged 50 - 60 days respond correctly to the real, and not the projection, shape of the object.
As mentioned earlier, R. Franz studied the perception of form. In addition to chickens, he also examined two baby chimpanzees 1 and newborns (30 children from 1 to 15 weeks) using the so-called method for visual interest, in which eye movements were used as an indicator of visual attention to the perceived object [LO]. The child or cub lay in a special bed and looked at objects suspended from the ceiling of the experimental chamber. The experimenter, looking down through a small hole, recorded the duration of gaze fixation on each object. The subjects were presented with a couple of different patterns - horizontal stripes, concentric circles, a square, a checkerboard pattern. A strong preference for one of the figures in the pair was found, and this was observed in children of all ages, which proves that it is not the result of learning.
Similar data, but on even smaller children (from 1 to 14 days) were obtained by the Swiss pediatrician F. Shtirniman. R. Franz conducted another series of experiments with 49 infants aged from 4 days to 6 months. They were presented with three flat drawings similar in shape to a human head. On one was depicted a stylized face of a man, on the other instead of a face dark spots were drawn, on the third - the upper part of the oval of the “face” was simply painted over with black paint. The results were about the same for children of all ages: they were more likely to look at the "real face". The results obtained testify to the innate perception of form: both animals and children react to it without training.
Let us once again recall the experiments of E. Gibson and R. Walk, as well as J. Kempos and co-authors with a visual break, carried out with 2-3-month-old and 6-month-old infants. Their results convincingly showed that these young children can perceive apparent depth, which is expressed in avoiding the edge of the "visual cliff".
Thus, the above results lead to the conclusion that "the infant's visual world can probably be at times overwhelmingly complex, but not as meaningless as it has long been thought" )
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