Game activity of preschool children with intellectual disabilities. The role of the game in the development of children with intellectual disabilities

Being caused by organic factors, the underdevelopment of game activity in children with intellectual disabilities appears to be “programmed” in early childhood. On the one hand, a violation of cognitive activity delays the development of a child by the timing of the formation of mental processes, and on the other, it introduces a certain peculiarity into its development. The subject activity of these children by the age of three is inferior. They find considerable helplessness in the world of surrounding objects. Their actions with objects remain at the level of manipulations, often non-specific (throwing objects and toys on the floor, tapping them, trying to suck and nibble objects and toys, etc.). At the youngest preschool age, children mainly master specific manipulations, which should form the basis for the formation of visual-motor coordination and the allocation of properties and relationships of signs (E. Kulesha, N.D.Sokolova), although along with using the toy for its intended purpose ( rolling the car, lulling the doll, feeding the bear, etc.) often do not work adequately (put the car in the pram, insert the plane into the window of the house, etc.).

When entering a kindergarten, a child with a violation of intelligence, as a rule, does not show interest in toys or is attracted to their appearance for a short time, and not the opportunity to act with them. Underdeveloped are all the components of the game activity, even among children brought up in special preschool institutions; by the end of preschool age they do not reach a sufficiently high level. In untrained children up to 5-6 years of age, the target component is not formed. Their actions are not meaningful and focused. The child does not have a specific, significant goal for him. He simply performs certain actions with toys, often at the level of manipulations, often non-specific. And only under the influence of long-term education by the age of 7-8, some children develop the ability to set a goal in an independent game (take goods to a store, sell products in a store, etc.) and prepare everything necessary to achieve it (agree with other children, select the necessary toys, find a place to play, etc.). Neither does the need - motivational game plan develop. Intelligence preschoolers for a long time do not detect the need for a game. Being included in the game, for a long time they do not show interest in its process and toys, they act indifferently, passively obeying the requirements of an adult. The need for a game arises only under the influence of training and is especially pronounced at 7-8 years of age, when most children themselves start games, are willingly included in games offered by peers or adults. At this age, some children have a selective interest in toys, their favorite toys appear, with which they prefer to play. However, in many children this interest is diffuse, undifferentiated. Most older preschoolers with impaired intelligence show an unsustainable interest in the game. This is manifested in the fact that, as a rule, they do not observe deep absorption by the game. Random stimuli distract their attention from the game and lead to its destruction.

For children visiting our institution, violations and persistent underdevelopment of all mental processes are characteristic. Moreover, there is not so much a backlog from the norm as a deep peculiarity of development.

The game is the leading activity of a preschooler, because it is a source of development for a child of this age. In the game he gets acquainted with the world around him, acquires knowledge and skills, he develops perception, dexterity and coordination of movements, thinking, cognitive activity. In the process of communication, social skills are formed, the dictionary is expanded and enriched, all the functions of speech are developed, ethical and aesthetic norms are assimilated.

L.S. Vygotsky said that in the life of a mentally retarded child, as well as his normal peers, there should be a "era of play."

The main reason that impedes the timely development of the game in a child with mental retardation (intellectual disability) (hereinafter referred to as UO), experts consider the underdevelopment of the integrative activity of the cerebral cortex, leading to delays in the acquisition of static functions, speech, emotional and business communication with adults, and further, and with peers, in the course of indicative and substantive activities.

The “Game” section is given a central place in the program for the education and training of preschool children with developmental disabilities, since they have no role-playing game as such. Even after five years in a game with toys, such children are dominated by procedural actions. In the game, there is stereotypicity, formality of actions, no intention, no plot elements even.

We consider the role play as a form of organization of the educational process. “The role-playing game is controllable, its educational character is undeniable. The use of role-playing games in training is a striking example of two-pronged nature, when the pedagogical goal is hidden and appears in a veiled form. ” And in order to include a role-playing role play in the educational process, it is necessary to carry out multi-stage work to prepare children with disabilities for such activities.

3 stand out in the work block.

I. Diagnostic unit

Stage 1 - anamnesis, conversation with parents.

Stage 2 - examination of the motor sphere.

Stage 3 - examination of the emotional-volitional sphere.

Stage 4 - the study of mental processes (with a psychologist).

- level of memory development;

- level of attention development;

- personality traits;

- patterns of comparison and generalization;

- the level of development of speech and communication.

II. Organizational and practical (correctional and developmental)

1. Preparation:

- game planning, discussion, work with colleagues, specialists and doctors;

- the choice of form, content and time of the game;

- a special selection of toys, substitute items corresponding to the intellectual and speech abilities of children;

- differentiation of game tasks depending on the main diagnosis of children;

- selection of games taking into account motor pathology of children.

2. Holding the game:

- verification of hygiene requirements for gaming equipment, taking into account safety;

- game activities (for example, “Good morning, doll”, “Dress the doll for a walk”, “Lay the doll to sleep”);

- joint gaming activities;

- independent play activities of children;

- an individual and differentiated approach in the distribution of roles, taking into account the psyche of children (disinhibited, maladaptive, torpid, etc.).

For a weaker group of children, games are used on the topics: “Dressing”, “Eating”, “Sleep”, “Hair Care”, “Bathing”, “Hospital”, “Construction”, “Theatricalization”.

For children with a higher level of development or as they progress, the range of plots expands, games are added on the topics: "Entertainment, leisure" and "Shop", since the games in these sections are more complex.

At the first stage we are limited to a minimum number of actions, characteristic attributes, accessories, etc.

In the second stagegame actions are added: knowledge about subjects, professions, characteristic behavior, etc. is expanded.

In the third stage, after observations, excursions, viewing pictures, watching videos, conversations, other actions are played out, the possibilities of the game expand.

In order to further form the ability of children to transform into images of game characters and directly switch to a plot-role-playing game, in the fourth stage children are appointed by adults for their respective roles, and more complex actions are also played out.

Due to the fact that for each plot its gradual complication and increase in the number of actions have been developed, accordingly, an increase in the number of toys and attributes used is required. Changing and completing the game corner.

As an example, consider the "Clothing" sector.

At the first stage we learn to wear doll hats, shoes; iron with a toy iron. For classes you need: a table and chair for a child, dolls, hats, various shoes (without laces), iron, fabric.

In the second stage in connection with the increase in game actions (putting on a skirt, trousers, tights, an apron; washing and cleaning clothes), the number of attributes increases. A wardrobe, a shelf for shoes, an ironing board, skirts, trousers, tights, socks, a clothes brush are added. For washing: basin, soap, rope, clothespins.

In the third stage children learn to wear and remove dresses and outerwear, button up buttons, hang clothes on their shoulders, and clean shoes. In the play area are added coat hanger, outerwear (coats, jackets, scarves), shoe brushes, a jar of cream, a spoon for shoes. To develop fine motor skills and self-service skills, we use large dresses for dolls, on dresses there are large loops of thick braid.

In the fourth stage children independently put on a doll for a walk and go out for a walk with it. A stroller (sledding in winter) and outdoor objects are added to the play area. Changing the game corner is provided for each plot.

III. Analytical unit

Work in this block involves a final diagnosis in all areas of development and correction of the game activity of preschool children with mental retardation (intellectual disabilities): motor and emotional-volitional spheres, mental processes.

It should be noted that not all children are able to master the skills that correspond not only to the third and fourth stages of the development of gaming activity, but sometimes the first stage cannot be mastered due to the severity of the defect. But such children are invariably connected to the actions of their peers, with the help and under the guidance of teachers, performing the necessary operations to adjust and develop their play activities.

An analysis of the effectiveness of the corrective action in the system of preparing preschool children with mental retardation (intellectual disabilities) for mastering the skills of the role-playing game showed that the positive dynamics in the development of game activity, speech, communication, general and fine motor skills, to one degree or another observed in 100% of children regularly visiting the group.

Bibliographic list

1. Parenting in the game: A manual for the teacher of children. the garden. 2nd ed., Revised. and add / Comp. A.K. Bondarenko, A.I. Matusik. - M .: Education, 1983.

2. Vygotsky, L. S. The game and its role in the mental development of the child / L. S. Vygotsky // Questions of Psychology.-1966.-№6.- S. 35-38.

3. Gavrilushkina, O. P. Education and training of mentally retarded preschool children / O. P. Gavrilushkina, N.D. Sokolova.- M .: Education, 1980.-360s.

4. The game of a preschooler / Edited by S. L. Novosyolova. - Moscow: Education, 1989 .-- 82 p.

5. Kalinchenko A.V. etc. Development of the game activity of preschoolers. - M., 2004.

6. Menzheritskaya, D.V. To the teacher about the children's game: A manual for the kindergarten teacher / Ed. T.A. Markova. - M .: Education, 1982.- 230s.

7. Mikhailenko, N.Ya. Pedagogical principles of the organization of the plot game / N.Ya. Mikhailenko // Preschool education. - 1989. - No. 4.

8. Features of game activity in mentally retarded children.

Amelchakova Lyubov Aleksandrovna, tutor
MBDOU d / s No. 20 "Dolphin" MO Sayanogorsk

The game as the main activity of preschool children is the leading means of their education.

The game - A special form of development of environmental reality by the child in the whole variety of norms and relations between people through their reproduction and modeling.

The game, as the leading activity of children of preschool and primary school age, occupies an important place in their life. This is due to the fact that the game has a multifaceted effect on the mental development of the child. In the game, children master new knowledge, skills, improve their speech. Only in the game are the rules of human communication mastered. It allows you to form the moral and volitional qualities of the child.

But the process of developing the game in children with intellectual disabilities looks completely different. Already in early childhood in such children, the underdevelopment of game activity turns out to be “programmed”. The reasons for this: a low level of cognitive activity, a delay in the timing of mastering motor functions, substantive actions, speech, emotional and situational-business communication with adults. And despite this, the development of children with intellectual disabilities goes through the same stages as the development of a normally developing child (L. S. Vygotsky), i.e., there is a sequential change in the leading type of activity that determines the transition from one stage to another.

The game can have a positive impact on the development of all mental processes and personality functions as a whole only when special conditions are created for the development of the child and he is included in the process of systematically carried out correctional and educational work, the element of which is the purposeful formation of game activity.

An outstanding teacher N.K. Krupskaya noted: “The game is the need of a growing organism. The child’s physical strengths develop in the game, the hand becomes firmer, the body is more flexible, or rather the eyes, quick wit, resourcefulness, initiative develop. In the game, the guys develop organizational skills, develop endurance, the ability to weigh circumstances. ”

Preschoolers with intellectual disabilities, being included in the game, do not show interest in its process and toys for a long time, act indifferently, passively obeying the requirements of an adult. Thanks to training, interest in the game arises, but it turns out to be very short-lived, unstable.

Unlike normally developing peers, children with intellectual disabilities do not show long-term enthusiasm, absorption by the game. According to N. D. Sokolova, normally developing children of five and six years old can play for an hour. Preschoolers with intellectual disability of the same age - no more than 20-25 minutes.

In the game, children gain experience of social behavior among peers, practically learn moral norms and rules, join the life of adults around them, have the opportunity to be more active than they are in any other activity. A special place is played by role-playing games. In these games, preschoolers reproduce everything that they see around them.

Children do not feel the desire to enter into speech and personal contacts, exchange impressions, and agree on the content of the forthcoming joint activity. Peer does not act as an object of communication. As a rule, relationships between children with intellectual disabilities come down to superficial, unstable interactions, the guys prefer to play alone. Even at the age transitioning from preschool to school, they are not able to develop a joint game, build partnerships, they play “close, but not together”

Characteristic for children with intellectual disability is the performance of game actions without speech accompaniment. As a rule, they act in silence, sometimes literally repeat the words and gestures of an adult, imitate his facial expressions and intonations.

Without special training, verbal regulation of children can be observed only in the form of speech accompaniment - the most initial, elementary form. Children are only able to accompany their own actions with speech, verbally fixing the finished result.

The limited life experience due to cognitive impairment leads to the fact that until the end of their stay in kindergarten, preschoolers with impaired intelligence form an insufficient amount of knowledge about people's lives, activities and relationships. As a result, the plots of children's games are very poor, do not reflect their own cognitive, emotional and personal experience. As a rule, they appear only at the end of preschool age, but some children never rise to the level of the story game. They unfold short chains of game actions, which also differ in their originality.

The sequential execution of game actions turns out to be very difficult for such children, therefore, for a long time they allow violations of their order in the chain, which affects the logic of game actions. When playing, children reproduce individual game actions and their chains in the form in which they were proposed in the learning process. Therefore, the game actions of preschool children with intellectual disabilities are stereotyped, stereotyped.

A specially organized correctional and pedagogical effect significantly changes the picture: the game of children with intellectual disabilities is progressing in its development, but sometimes its complex forms that are associated with the construction of role development remain underdeveloped.

Methods of teaching a plot-role-playing game for preschoolers with impaired intelligence

The role-playing game as a type of play activity is a syncretic type of creativity and creates favorable conditions for enriching the development of preschool children. Only in the process of purposeful formation does it reach the level of development that allows it to fulfill the functions of leading activity.

The game is of paramount importance for the enrichment of children's experience, is the leading means of correcting the deficiencies of the mental and physical development of a child with intellectual disability. Each game is a child’s interaction with an adult, with other children; This is a school of cooperation in which he learns to rejoice at the success of his peer and steadfastly bear his failures. Goodwill, support, a joyful atmosphere of fiction and imagination - all this contributes to the formation of adequate self-esteem, effective interaction of the child with the world. The game becomes a source of not only the development of individual mental functions, but also changes in the psyche in general. It stimulates the development of arbitrary processes, forms the elements of self-control.

In this regard, gaming activity is central to the process of educating all children, including children with intellectual disabilities.

The main tool for the formation of game activity in preschool children with intellectual disability is education. This is due to the fact that on their own, only in the process of communicating with people around the child is not able to master the knowledge and skills that are necessary for a full game. L. B. Baryaeva, A.P. Zarin, teaching is considered as a focused interaction between the teacher and the child, during which the organization and management of his cognitive and practical activities takes place, ensuring his mastery of knowledge, skills and attitude to the surrounding reality. Thanks to the education of a child with intellectual impairment, various types of children's activities become available.

The process of teaching a game to preschoolers with problems in intellectual development is built taking into account the laws of its development in normally developing children. This follows from the recognition of the commonality of the laws of mental development of a normal and abnormal child. Therefore, in approaches to the learning process of a game of normally developing preschool children and preschool children with intellectual disabilities, as well as in solving specific methodological issues, one can find many common features. These include:

Building a learning process for a game based on didactic principles.

The most important of them:

The principle of activity and consciousness of the child in the learning process;
The principle of consistency and consistency in the process of the formation of knowledge, skills in children;
The principle of visualization, taking into account the clearly-effective and visual-figurative character of thinking of preschoolers;
The principle of accessibility, which provides for the correspondence of the formed ideas, knowledge, skills to the age and individual capabilities of children;
The principle of strength of formed knowledge, skills;
The principle of linking learning content with the life and experience of children;
The principle of educational and developing orientation of the learning process;
The principle of the leading role of the teacher in the learning process.

We learn with the children ready-made plots of the game provided for by the program, we strive to cover the whole group by playing on a given plot. Children do not want to play "learned" games on their own, but at the suggestion of the teacher, they reproduce them. This is due to the lack of interest in children in the plot of games.

An individual and differentiated approach to teaching children to play in a preschool institution is carried out through the widespread use of individual and subgroup forms that make it possible to implement individual correctional and educational programs. The main work on the formation in children of the ideas necessary for mastering the game about the activities and relationships of people, as well as game actions, is carried out by the educator and teacher-defectologist in the process of subgroup and individual games-classes. They are carried out by subgroups, are planned in the system, they are given a constant time in day mode.

The structural simplicity of the content of gaming activities is of particular importance in the process of teaching preschool children with intellectual disabilities. Structuring the proposed material is a prerequisite for the success of their decision by them. In the programs of education and upbringing of children of preschool children with intellectual disabilities, the limited abilities of children in mastering this or that knowledge and skills are taken into account. In the process of formation of game activity, a special place is occupied by teaching children game actions. Any action, even the simplest, consists of a series of operations. Due to a violation of analytical and synthetic activity, a child with intellectual disability cannot do this on his own. Therefore, in the process of teaching him any action, it is necessary to single out each operation in the chain, draw his attention to it, fixing it with his eyes and correlating it with verbal reinforcement. Only repeated repetition of such a procedure will allow the child to understand the meaning of individual operations and recall the order in which they are performed. A similar approach is used in the formation of chains of game actions. (feeding the doll, washing the doll, putting to sleep, etc.).

Due to the fact that in the process of one game lesson, as a rule, it is not possible to form one or another game action or chain of actions in children, two or more game games with the same content are required. Therefore, in the process of educational games, it is necessary to use a variety of toys, change the conditions for performing actions. It will be some toys in the game classes from the teacher-defectologist and others at the teacher.

In this way, the process of learning the game of preschoolers with problems in intellectual development must be built taking into account the laws of its development in normally developing children. This follows from the recognition of the commonality of the laws of mental development of a normal and abnormal child. At the same time, the learning process for children with intellectual development problems in general in the game, in particular, has its own characteristics: an individual and differentiated approach, a reduced learning rate, structural simplicity of the content of knowledge and skills, repetition in learning, independence and activity of the child in the learning process. All this must be taken into account in the process of teaching children with intellectual disabilities. And also for a better and faster assimilation and development of games, it is necessary to enrich the ideas of children with intellectual disabilities about the world.

Used Books:

Ekzhanova E.A., Strebeleva E.A. Correctional - developing training and education of preschool children with intellectual disabilities. Guidelines. Moscow "Enlightenment" 2009
Compensatory view preschool educational program for children with intellectual disabilities. Ekzhanova E.A., Strebeleva E.A. Correctional - educational training and education. Moscow "Enlightenment" 2003

Mentally retarded - These are children who have a cognitive impairment due to organic brain damage.

Mentally retarded children are underdeveloped in all areas of the psyche: sensory, motor, memory, intelligence, emotions.

The sensory sphere provides the possibility of a sensitive perception of the surrounding reality. In mentally retarded children, it is poor and insufficient. The motor sphere is characterized by aimlessness, general motor anxiety, awkwardness. Facial expressions and gestures are scarce, little expressed. It is difficult for a child with mental underdevelopment to fix attention and hold, especially if you need to concentrate on several objects. Underdevelopment of speech is manifested in the poverty of the dictionary, and children understand much more words than they can use in their own active utterances. It must be borne in mind that they do not fully understand the meaning of words. Thinking has a specific character, which is especially manifested in serious difficulties in establishing a causal relationship, understanding the allegory of a fable, subtexts of a story, and solving problems. The emotional sphere is characterized by poverty of the shades of experience, monotony and sedentary emotions. Often there is a tendency to outbursts of anger, aggressive reactions. The general immaturity of mentally retarded children is expressed in a low level of cognitive interests, increased suggestibility, underdevelopment of will, as well as distorted self-esteem.

All this affects the development of activities, including games, in children with intellectual disabilities.

Among the many reasons that impede the independent, consistent formation of the game in a mentally retarded child, we should first of all single out the main one - the underdevelopment of the integrative activity of the cerebral cortex, which leads to delays in the acquisition of static functions, speech, and emotional and business communication with an adult subject activity. The so-called deprivation, which occurs especially often in cases where a mentally retarded child is in pre-school age in a closed institution, is detrimental to the formation of the game and the lack of necessary pedagogical conditions for the development of the child. Being deprived of the necessary influx of fresh emotional experience, the oligophrenic preschooler only gets an idea of \u200b\u200ba narrow circle of persons and objects; his life goes on in limited monotonous circumstances. Thus, the depleted and sometimes distorted image of the surrounding world is layered on his organic defect.

Small mentally retarded children entering special preschool institutions, as a rule, do not know how to play at all, they uniformly manipulate toys regardless of their functional purpose. So the child can equally equally long knock with a cube, a duck, a typewriter.

The game of a preschooler with a moderate degree of mental retardation at first glance slightly distinguishes him from the group of normal children. Gradually, the differences in his behavior are more and more striking in the stereotyped nature of the movements, the poverty of the plot, the simplification, and often the inadequacy of actions.

According to N.D. Sokolova (1971), mentally retarded preschoolers have an average game duration of about 7 minutes. In general, according to various sources, it is much smaller than that of normal children and varies from 2-3 minutes to 80. The game of these children consists of varying a small number of game actions. Children again and again return to the previously lost.

Children with mental retardation are characterized by a low level of game activity, they prefer simpler rules, their games are characteristic of a younger age. Their actions with objects remain at the level of manipulation, in the vast majority of cases non-specific. The interest of children in objects, in particular in toys, is short-lived. After five years in a game with toys in children with intellectual disabilities, procedural actions begin to take an increasingly important place. However, a genuine game does not arise. Without special training, the leading activity of a child with intellectual disabilities by the end of preschool age is not a game, but a subject. Children do not use substitute objects, especially since they cannot substitute actions with real objects, an image of actions or speech. They have not only planning or fixing speech, but, as a rule, and accompanying.

Mentally retarded preschoolers are characterized by game actions that do not have any content that reflect real life. These children often play alone. In some cases, they are combined for 2-3 people. Such a combination is short-lived. Children immediately have a conflict and they begin to take away a toy from each other.

Retarded children have a low status in the normal group. They are less often chosen as comrades, friends, travel companions on the way home. If a mentally retarded child plays with normally developing children, then he always performs only auxiliary roles, and this is even in cases where his comrades are one year or more younger. His partners organize a simple story game, and he, according to their instructions, brings, carries, holds something.

Some children are completely passive. In a games room full of various toys, they find nothing interesting for themselves and huddle in the corner or make stereotyped, repeating bizarre movements with their fingers or other parts of the body. Often they are so detached from their environment and other people that it is simply pointless to separate the “game” and other types of their activities.

L.S. Vygotsky emphasized that the children's team is a central factor in the development of higher mental functions. A mentally retarded child from the very beginning of his communication with peers and until he enters an auxiliary school, as it were, falls out of the children's collective. He does not take an adequate position in this team, has the most disadvantageous roles. Game behavior can be represented as text consisting of individual game units. As a rule, the game of children contains several such units: each of them represents a set of actions of varying complexity. The structure of game units in children with mental retardation is much poorer than normal. Game units themselves are unstable. Having included a new game element in the game complex, children quickly lose it, then after a while they restore it again - and so several times. All this indicates that mentally retarded children suffer from the main development factor - the ability to plan their own actions. However, while normal these complex objective actions are a prerequisite for role-playing, then in children with mental retardation, complication of objective actions occurs at a stage when the latter are normally already relevant for mental development.

Inadequate use of the toy sharply distinguishes these children from normal: children put soldiers in a pot, put a nesting doll in a stove, put a table on the bed, etc. The actions of children with intellectual disabilities with toys are distinguished by the lack of visualization, the specificity of game symbols. Typical for games of normally developing preschoolers, the “as if”, “pretentious” actions are not observed in games in mentally retarded children. They, as observations show, never reincarnate in characters they know, do not act in an imaginary situation.

Children with mental retardation do not distinguish a doll, a toy car from among other toys, act with them in the same way as with other objects. They do not caress them, do not contribute to them the warmth, participation, care that are so characteristic of the games of normal children. Neither dolls nor animal toys act as substitutes for living creatures for oligophrenic preschool children. As a rule, they are indifferent to them, and they are very rude to them, often drag them by their hair, hold them upside down, throw them, step on their feet. It is important to note that among untrained, mentally retarded preschoolers there are also those children who like to try the toy “to taste”. They are trying to nibble a piece from a colored cube, lick a nested doll.

It is extremely rare that these children accompany the games with speech. During the game, they do not communicate their intentions, do not plan games, do not talk with toys and do not speak on their behalf. Without special training in the game, speech does not become an organic part of their game activity and does not carry out planning and regulation functions with respect to it.

In independent games of mentally retarded older preschool children, reality is almost not reflected. They do not deploy role-playing games that simulate work processes and recreate certain relationships of people. The underdevelopment of game activity in children with intellectual disabilities appears to be “programmed” in early childhood. The subject activity of these children by the age of three is inferior. Their actions with objects remain at the level of manipulations, often non-specific (throwing objects and toys on the floor, tapping them, trying to suck and nibble objects and toys).

When entering a kindergarten, a child with a violation of intelligence, as a rule, does not show interest in toys or for a short time they are attracted to their appearance, and not the opportunity to act with them. Underdeveloped are all the components of the game activity, even among children brought up in special preschool institutions; by the end of preschool age they do not reach a sufficiently high level. In untrained children up to 5-6 years of age, the target component is unformed. Their actions are not meaningful and focused. The child does not have a specific, significant goal for him. He simply performs certain actions with toys, often at the level of manipulations, often non-specific. The need-motivational game plan does not add up. Intelligence preschoolers for a long time do not show up the need for the game. Being included in the game, for a long time they do not show interest in its process and toys, they act indifferently, passively obeying the requirements of an adult. The need for a game arises only under the influence of training and is especially pronounced at 7-8 years of age, when most children themselves start games, are willingly included in games offered by peers or adults. Most older preschoolers with impaired intelligence show an unsustainable interest in the game. This is manifested in the fact that they do not observe a deep absorption by the game. Random stimuli distract their attention from the game and lead to its destruction. The plot of the games are very poor, do not reflect the essence of the activities and relationships of people that a child with intellectual disability can not only not see, but often understand.

Outside of specially organized instruction, by the end of preschool age, the game actions of children with intellectual disabilities reach only the level of procedural actions. It is characteristic that, right up to the start of school age, the game actions of such children are detailed, they are too detailed, very realistically reflect the true actions of people. In the games of these children, there is no substitution of individual actions in the chain with a word or symbolic gesture. They are able to reflect the process of people's activities, and not their relationship.

Preschoolers with developmental disabilities tend to use toys that are copies of the real objects of the surrounding reality. The replacement function is not formed spontaneously in them. Children need to be taught to use various objects in other functions and apply them in games (a cube - soap, a table, a chair; a chair - a motorcycle, a horse). The inability of these children to use substitute subjects follows not only from the peculiarities of their cognitive activity and, in particular, the specificity of thinking, underdevelopment of the imagination, but also from the fact that these objects were not used enough in the learning process.

Characteristic for children with mental retardation is also the performance of game actions without accompanying speech. It is noted that during the game, oligophrenics act with toys in silence, only occasionally emitting separate emotional exclamations and pronouncing words denoting the names of some toys and action. With great difficulty, they master the speech accompaniment, without which the flow of subject-role play is impossible. Independent games use learned phrases without making any changes to them. Role-based communication during the game is stereotyped using memorized remarks. Only at the senior preschool age do children with intellectual disabilities begin to designate the role with the word (I am a driver, I am a doctor, etc.), understand it and perform a series of actions corresponding to it. However, even at the end of preschool age, children cannot independently take on the role and act in accordance with it until the end of the game. Some take on roles, but are unable to act in accordance with them until the end of the game. Therefore, the adoption of the role most often occurs under the guidance of a teacher. It should be noted that in terms of difficulty, the plot outdoor games and fun games are most accessible to children with severe mental retardation. They should be connected in their content with the experience of children, consistent with their ideas about the world. The actions performed in these games are mostly imitational in nature and, thanks to their attractive form, allow you to repeatedly repeat the generated movements. Gradually, other more complex types of plot games are introduced.

The reasons for the emotional poverty of the game of an abnormal child should be attributed not only to the undoubted biological factors, but also due to the peculiar emotional deprivation that occurs in the early stages of childhood.

As a special study shows, the emotional communication of an abnormal child with an adult does not receive proper development in early childhood, most often it is as if superseded by situational-business, aimed at teaching specific objective and subject-game actions. Characteristic in this regard is the enthusiasm of parents and teachers for the didactic game, while ignoring the display plot of the games. Properly organized game activity has a beneficial effect on the physical development of deeply mentally retarded children, helps to activate their intellectual sphere, and forms the arbitrariness of mental processes, i.e. contributes to the harmonious development of personality. Gradually, children learn to act adequately in the proposed situation. The functional development of gaming actions creates a zone of proximal development of mental actions. In addition, the game develops and improves communication skills, which significantly affects the success of the social adaptation of children with intellectual disabilities.

Thus, by the time when game activity should finally be formed and cease to be a leader, having ceded its position to educational activity, it remains extremely low in mentally retarded children. It becomes obvious that a child who plays little, and especially not plays, loses in his personal development, which is especially clearly seen in the example of children with severe intellectual disability.

Game activity was of interest to scientists at all times, both in our country and abroad. These include: K.D. Ushinsky, A.S. Makarenko, D. B. Elkonin, L.S. Vygotsky, A.N. Leont'ev, C. Groos, J. Piaget, A. Adler, P.F. Lesgaft. The game is an integral part of the development of the child and is the leading type of activity in preschool age. The game has many features: firstly, the game is an activity in which all mental processes are formed; secondly, it is the basis for the formation of other activities.

In children with intellectual impairment, in contrast to normally developing ones, actions with objects remain at the level of nonspecific manipulations; interest in game objects has a short-term effect. The game has stereotypicity, formality of action. In their game, speech functions do not develop.

Naumova Elena Nikolaevna
Psychological and pedagogical fundamentals of teaching the role-playing game of preschool children with intellectual disabilities

One of major factors of human personality development is an activity. Each stage of human development corresponds to a certain type of leading activity, which at this stage of development has the most decisive influence on changes in its mental processes and psychological personality traits.

During the period preschool childhood, the leading activity is the game. This is due to the fact that the game has a multifaceted effect on mental development of the child. IN the game children learn new knowledge, skills, improve their speech. Only in the game mastered the rules of human communication. It allows you to form the moral and volitional qualities of the child. Speaking of a normally developing child, all this seems to be something natural, originally inherent in childhood and not requiring any educational efforts. But the game’s development process is completely different. children with intellectual disabilities.

Underdevelopment of gaming activity in children with intellectual disabilities appears to be"programmed" already in early childhood. The reasons for this are the low level of cognitive activity, the delay in mastering motor functions, substantive actions, speech, emotional and situational-business communication with adults.

Preschoolers this category is not long discover the needs of the game. Being included in the game, they do not show for a long time interest to her process and toys, they act indifferently, passively obeying the requirements of an adult. Need in the game arises only under the influence learning and is especially pronounced by 7-8 years of life, when most children start games themselvesare willingly included in games offered by peers or adults. In that age in some children appears selective interest in toysfavorite toys appear that they prefer to play with.

Game training held in special classes, which is on the schedule and in the time allotted for free play. The theme often corresponds to lexical topics.

At the initial stage learning is important to create in children emotional attitude to the toy and this game situation through interaction with an adult, as well as form orientative activities children. To this end, the first lessons are held on beating story toys(hares, dogs, cats, bears) etc. among plot toys a special place is occupied by doll toys.

As D. B. Elkonin points out, the doll is the deputy of an ideal friend who understands everything and does not remember evil. A doll is not only a daughter or a son for a child, it is a communication partner in the game. Therefore, at the initial stage, it is important to form children emotional attitude to the doll, teach to perceive it as a substitute person, and then teach children specific game actions with her.

The main task of learning the game is the assimilation by children of the logic of domestic development the plotso that children understand the pattern of development of game action. To do this, under the guidance of a teacher, the child performs sequential play actions. Training Allows you to teach how to correctly connect individual game actions in a logically connected chain.

Further carried out role-playing training. The main point is the reproduction of the activities of adults, their relationships. A large place is given to games that reflect the work of adults (shop, hospital, hairdresser).

For plotrole-playing games requires the training of pupils. First, they form ideas about each profession, prepare the corresponding attributes for the game. During the game focuses on educating children subordinate his behavior to the role he took upon himself. After each game, you need to have a conversation. What did they play? Who was who? What have you been doing? etc.

In the process learning children master various game actions and different options of their chains, which is necessary for deployment role-playing games. Sequentially performing several actions is very difficult for children in this category, so for a long time they allow violations order of actions in the chain. For example, in the game"Doctor" some children first give injections and only then ask the patient about his complaints. Often they forget what to do and wait for tips from an adult. In the process of independent games impaired preschool children reproduce individual game actions and their chains in the form in which they were proposed in the process learning. Therefore, we can say that they are stereotyped, stereotyped. As a rule, a child does not contribute anything from himself, thereby not showing his individuality.

Characteristic of children with intellectual disabilities is the performance of gaming without speech accompaniment. With great difficulty, master the speech content, without which flow is impossible role-playing game. In independent games, memorized phrases are used without making any changes to them. Role-based communication during the game is stereotyped using memorized remarks. Creativity in this regard may be an indicator intellectual safety of the child. Therefore, the adoption of the role most often occurs under the guidance of a teacher, who not only helps children remember the deployment sequence plot and main actionscommitted by characters participating in it, but also takes part in the game. Even though some pupils with impaired intelligence they won’t learn how to play independently and will need the help of an adult; one cannot assume that time has been wasted. The main thing, in our opinion, is that the child leaves his closed world. He appears interest to the world and activities, in particular, to the game, understanding is formed, a positive emotional attitude towards her and a desire to participate, a need arises to establish contacts with adults and peers. But even the feasible participation of the child with impaired intelligence in the game contributes to its mental and physical development.

And so, the game with its correct formation solves the problems of the mental, moral, physical and aesthetic development of each child. In games, from the first stages of its development, the child’s personality is formed, the qualities that he will need in educational activity, in work, in communication with people develop, which will provide an opportunity for their early socialization and, in the long term, successful integration in society.

From the foregoing, we can conclude that, for learning role-playing game in children with intellectual disabilities skills of social activity are acquired. Thus, the game becomes an indispensable tool for them. integration into society.

List of references:

1. Parenting children in the game: A manual for kindergarten teachers. / Comp. A.K. Bondarenko, A.I. Matusik. 2nd ed. - M., 2005.

2. Vygotsky L. S. The game and its role in mental child development // Questions psychology - 1996- №6-s. 62-76

3. Mikhailenko N. Ya., Korotkova N. Ya. Organization plot games in kindergarten - M: Gnome, 2000.

4. Teaching a role-playing game for preschoolers with intellectual problems development / Edited by L.D. Baryaeva, A.P. Zarina. - SPb. Ed. LOIUU, 1996

5. Sokolova ND. Game activity of the mentally retarded preschoolers // Preschool education of abnormal children: Book for teacher and educator / edited by L.P. Noskova - M: Enlightenment, 1993.

6. Usova A. P. The role of the game in education children - M: Enlightenment, 1976.

7. Elkonin D. B. Game psychology. M: Pedagogy, 1978.

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