Development conditions are those internal and external constantly operating factors that influence development, directing its course, shaping its dynamics and determining the final results. These are the surrounding objects of material and spiritual culture, people and the relationships between them. Material conditions influence cognitive development, social - on the development of personality behavior. Individual characteristics, the use and transformation into appropriate abilities of those inclinations that are present from birth, the qualitative originality and combination of mental and behavioral properties acquired in the process of development depend on the conditions.
Conditions mental development: heredity is the property of an organism to repeat similar types of metabolism and individual development generally; environment - the social, material and spiritual conditions of his existence surrounding a person; activity is the active state of an organism as a condition for its existence and behavior.
There is no consensus on what exactly in a child’s psyche is genetically determined. Domestic psychologists believe that temperament and abilities are inherited. The natural properties of a child, without giving rise to mental qualities, create the prerequisites for their formation. The qualities themselves arise due to social inheritance (in the process of training and education).
Genetic factors are the potential that a child receives with hereditary information from his parents. The direction of development depends to a certain extent on these factors.
In addition to heredity, the biological factor includes the characteristics of the intrauterine period of a child’s life. During prenatal development, disturbances in the mother's physical and mental balance can affect the realization of the child's genetic potential. Examples of such violations:
- - maternal malnutrition;
- - maternal illnesses during pregnancy;
- - use of medications and other substances.
The importance of the environment in the mental development of a child is supported by studies that have proven that those parts of the child’s brain that are not exercised as a result of a sufficient number of external impressions, contacts, etc., cease to mature normally and may lose the ability to function.
In developmental psychology, the term “hospitalism” is known - motor and emotional inhibition, a sharp decline activity. This phenomenon is observed when there is a lack of contacts with adults that are necessary and meaningful for the child (primarily emotional).
Social environment is a broad concept. This is the society in which a child grows up. The system of raising and educating children adopted in it depends on the characteristics of the social and cultural development of a society. The social environment is also the immediate social environment, which directly influences the development of the psyche. Personal development as a process of “socialization” is carried out in certain social conditions family, immediate environment (micro-situation); socio-economic, political, etc. (macro situation).
In psychology, the model of ecological systems proposed by the American psychologist W. Bronfenbrenner is widely known. According to this model, human development is a dynamic process going in two directions. On the one hand, a person himself is capable of changing (reconstructing) his living environment. On the other hand, it is influenced by the elements of this environment.
All this ecological environment consists of four components:
The macrosystem - the subject himself and his immediate environment (family, kindergarten, peers at school, etc.) - has a direct impact on the course of development.
Mesosystem - relationships between microsystems (events in school, family and connections between them or connections between school and peer group).
Exosystem - elements of the environment in which the subject does not play an active role, but which influence him.
Macrosystem - attitudes, morals, traditions, values of the surrounding culture. This system affects educational standards, which means it influences development and behavior.
One of key concepts According to the ideas of L. S. Vygotsky, the social situation acts as the main mechanism of mental development. This is the specific form of relationships that are significant for a child in which he finds himself with the surrounding reality (primarily social) at one or another period of his life. Social situation of development, including a system of relations, Various types and forms of activity are the main condition for personal development.
According to A.V. Petrovsky, the social situation itself can be stable or changing. The entry of a child as a social being into the life of the community (socialization) involves the passage of three phases:
- - adaptation (to current norms, forms of interaction, activities);
- - individualization (as satisfying the “need for personalization”, i.e. the search for means and ways to indicate one’s individuality);
- - integration of the individual into the community (due to the contradictions between the subject’s aspirations to present his characteristics in the community and the need of this community to approve only those of them that correspond to its values and contribute to the success of joint activities, etc.).
Sunyaeva Daria Olegovna
Conditions that determine the development of a child’s speech
Conditions, determining the development of a child’s speech
In order for the speech process development children proceeded in a timely and correct manner, necessary certain conditions. So, child must be mentally and physically healthy, have normal mental abilities, have normal hearing and vision; have sufficient mental activity, the need for verbal communication, and also have a full-fledged speech environment. Normal (timely and correct) speech child development allows him to constantly assimilate new concepts, expand his stock of knowledge and ideas about the environment. Thus, speech, her development are most closely related to development of thinking.
In practice working with children early age Numerous techniques have been developed by which adults help to kid master speech faster and more perfectly, enrich lexicon, develop correct speech. Undoubtedly, the role of the most important adults, with condition of raising a child in a family, his parents play. In this case, the main responsibility for speech child development falls squarely on them.
In this section we discuss the basic techniques and techniques that ensure speech child development.
Mandatory conversation with child from the very first days of his life is the first and most important condition and method of speech development. Any communication with child or action must be accompanied by speech. In the family, the baby is naturally provided with individual approach, since most of the time he is alone and the attention of the whole family is drawn to him. Of particular importance is the speech of the mother, who baby is a source of life, love, affection, positive emotional and purely intimate experiences. Speech from the mother’s lips, in this regard, is perceived as especially effective.
But the most favorable conditions of speech perception and development young children are created through a combination of family and social education.
Residence baby in a children's team, in a group, has a unique effect on children's speech development. Child communicates with children in class, shares his impressions with them and finds in them an appropriate understanding of him speeches, sympathy for his interests, promotion of his activity. All this mobilizes child for the further development of his speech. The influence of the children's team on speech development can be attributed to what is called language self-learning.
For successful speech development For children, it seems very important to influence not only hearing, but also vision and touch. Child must not only hear the adult, but also see the face of the speaker. Children seem to read speech from their faces and, imitating adults, begin to pronounce words themselves. For development understanding it is desirable that child not only saw the object in question, but also received it in my hands.
Storytelling is one of the techniques development of children's speech, children really like it. They tell children short works that are simple and easy to understand, they also tell fairy tales, and read poems. For children to better understand them, it is recommended to recite poems, stories and fairy tales by heart. It is necessary that children, while listening to the storyteller, sit comfortably around him and clearly see his face. And the narrator himself must see the children, observe the impression of the story, the children’s reaction. Nothing should stop children from listening.
Good welcome speech development is to look at pictures, since speech becomes clearer and more accessible to understanding. That is why it is good to accompany the story by showing pictures and talking about the pictures.
One of the best means development of children's speech and thinking
is a game that delivers child's pleasure, joy, and these feelings are strong remedy stimulating active perception speeches and generating independent speech activity. Interestingly, even when playing alone, younger children They often speak, expressing their thoughts out loud, which in older children proceed silently, to themselves.
Helps a lot speech development and young children's thinking about
playing with toys, when they are not only given toys for independent play, but also shown how to play with them. Such organized games, accompanied by speech, turn into unique little performances that entertain children so much and give them so much development.
Children, from the words of adults, are able to remember and reproduce by heart what they hear. This requires repeated repetition of speech material.
Recitation and singing accompanied by music are also important way development of children's speech. They are especially successful in memorizing poems and songs, which they then recite and sing.
In addition, means speech development and children's thinking is reading books to children. This captivates children, they like it, and quite early, imitating adults, children themselves begin to look at the book, "read" her, often retelling by heart what they had read. Children sometimes memorize an interesting book in its entirety.
Familiarizing children with the world around them helps development of children's speech and thinking. At the same time, it is important to draw children’s attention to objects and the life around them, and talk with them about it.
So everything the above methods and techniques are mandatory for parents to follow, as they provide versatile conditions for child speech development at all stages of his growing up
One of important factors speech development is development fine motor skills in children. Scientists have come to the conclusion that the formation of oral the child's speech begins then, when the movements of the fingers reach sufficient accuracy. In other words, the formation speeches occurs under the influence of impulses coming from the hands. Electrophysiological studies have found that when child makes rhythmic movements with his fingers, his coordinated activity of the frontal muscles sharply increases (motor speech area) and temporal (sensory zone) parts of the brain, that is, speech areas are formed under the influence of impulses coming from the fingers. For determining the level of speech development children of the first years of life the following has been developed method: baby They are asked to show one finger, two fingers, three, etc. Children who are able to make isolated finger movements are talking children. Until finger movements become free, speech development and, therefore, thinking will not be achieved.
This is also important for timely speech development, and - especially - in cases where it is development is disrupted. In addition, it has been proven that both thought and eye baby move at the same speed as the hand. This means that systematic exercises to train finger movements are a powerful means of increasing brain performance. Research results show that the level speech development in children is always directly dependent on the degree development subtle movements of the fingers. Imperfect fine motor coordination of the hands and fingers makes it difficult to master writing and a number of other educational and work skills.
So, speech is improved under the influence of kinetic impulses from the hands, or more precisely, from the fingers. Usually a child who has high level development of fine motor skills, can reason logically, he is quite good at developed memory, attention, coherent speech.
The speaker's muscular sensations from the movements of his articulatory organs are "matter of language" in her subjective perception; orally speeches In addition to muscle sensations, auditory sensations are added, which are present in the form of ideas (images) and at talking to yourself(internal speeches) . Child who has learned to perceive this or that complex of sounds as a word, that is, who has understood it as a sign certain phenomena of reality, remembers auditory and muscle sensations from a given word. Because the child does not yet know how to control his articulatory apparatus, first he learns to hear the word (speech, and then pronounce it. However, the auditory image of the word and its "muscular" image of baby are created simultaneously; another thing is that "muscular" the image of a word can be very inaccurate at first. It is known that children of the third and even fourth year of life, who do not know how to correctly pronounce certain words, nevertheless have their correct auditory images and notice when adults distort these words. Therefore, the sensory basis speeches for every person - this is his Feel: auditory and muscular (speech motor). According to physiologists, it is speech movements, "giving away" in the brain, make the brain work (certain parts of it) as an organ speeches. That's why baby need to learn to articulate sounds speeches, modulate prosodemes, i.e. we need to help him learn "the matter of language", otherwise he will not be able to learn speech. This is a pattern. It was already said above that the components of the articulatory apparatus are the tongue, lips, teeth, vocal cords, lungs, and when mastering written language speech - hand, fingers of a writing hand. But it should be noted that the fingers are not only a writing organ. speeches, but also influence oral speech development. It turns out that this role of fingers was known (unconsciously understood) a long time ago talented people from the people who, in time immemorial, created such children's nursery rhymes as "Okay", "Magpie" etc., in which the mother, nanny makes her fingers work baby(“I gave it to this, I gave it to this one”, - she says, starting to finger the baby’s fingers). Put by physiologists in last years experiments have confirmed the role of fingers baby as a speech motor organ and explained the reason for this phenomenon.
This is how M. M. Koltsova describes the work performed by the staff of the Laboratory of Higher Education nervous activity baby at the Institute of Physiology of Children and Adolescents of the Academy of Pedagogical Sciences of the Russian Federation, an experiment with children aged 10 months to 1 year 3 months with a delay speech development. Based on the situation that in the process speeches muscle sensations from the work of the speech apparatus play a large role; experimenters suggested that children with delayed speech development, you can help if you strengthen the training of their speech apparatus. To do this, you need to challenge them to onomatopoeia. It was training, including mainly onomatopoeia, that accelerated speech infant development.
An important role for development oral speech children play with the correct positioning of their breathing. Of course the sounds speeches, prosodemes are formed with a known position of the articulatory organs, but with the indispensable condition: A stream of air coming from the lungs must pass through the articulatory organs. The air stream is primarily intended for breathing; Means, child must learn to breathe and speak at the same time. In the first years of life this is not so easy, and here you should come to the rescue child's teacher with professional knowledge.
Speech Research development twins give grounds to assert that in their lag behind single-born children, psychological factors apparently play a greater role than biological factors. At the same time, the above facts allow us to conclude that in the case of twins we can talk not only about quantitative differences, but also about a qualitatively unique way of acquiring speech in comparison with the situation of a single-born child. baby. Application of a communicative approach (research of dialogue, pragmatics, features speeches in various social contexts) to the analysis of verbal interaction in twin children makes it possible to highlight those unique techniques that they develop in order to adapt to conditions twin situation, which ultimately allows them to go through the stages of speech characteristic of single-born children development faster or slower and demonstrate phenomena speeches, not found in single-born peers. Although there are few studies organized in this direction, they deserve closer attention.
Thus, necessary conditions to form the correct child's speech are his good somatic health, normal functioning of the central nervous system, speech-motor apparatus, organs of hearing, vision, as well as the varied activities of children, the richness of their direct perceptions, ensuring the content of the children's speeches, as well as a high level professional excellence teachers and good preparation of parents for the process of education and training. These conditions do not arise on their own, their creation requires a lot of work and perseverance; they need to be constantly maintained.
(according to G.M. Dulnev and A.R. Luria):
1 IMPORTANT CONDITION- “normal functioning of the brain and its cortex.” In the presence of pathological conditions, arising as a result of various pathogenic influences, the normal ratio of irritable and inhibitory processes is disrupted, the implementation of complex forms of analysis and synthesis of incoming information is difficult; the interaction between brain blocks responsible for various aspects of human mental activity is disrupted.
2 CONDITION- “the normal physical development of the child and the associated preservation of normal performance, normal tone of nervous processes.”
3 CONDITION- “preservation of the sense organs that ensure the child’s normal communication with the outside world.”
4 CONDITION- systematic and consistent education of the child in the family, in preschool educational institutions and educational schools.
It should be noted that the most general patterns found in mental development normal child, can also be observed in children with various mental and physical disabilities.
This situation was first noted by a doctor and psychologist G.Ya.Troshin in his book “Anthropological foundations of education. Comparative psychology abnormal children”, published in 1915. Then he repeatedly emphasized this L.S.Vygotsky.
Such patterns, first of all, include a certain sequence of stages of mental development, the presence of sensitive periods in the development of mental functions, the sequence of development of all mental processes, the role of activity in mental development, the role of speech in the formation of HMF, the leading role of learning in mental development.
These and other specific manifestations of the commonality of normal and impaired development were clearly identified in the studies of L.V. Zankov, T.A. Vlasova, I.M. Solovyov, T.V. Rozanova, Zh.I. Shif and others, conducted in period from 1930 – 1970s. These psychologists and their collaborators showed that the basic patterns development of perception, memory, ideas, thinking, activities, established in the study of a normally developing child, apply to both the deaf and the disabled.
Comparative studies covering several types of developmental disorders since the 1960s. began to be carried out in other countries. In the USA there were studies by S. Kirk, H. Furth; In the UK - N.O. Connor et al. In all these studies, patterns were established, both common for persons with developmental disabilities and normally developing, and characteristic only for persons with deviations from normal development.
According to the Russian physiologist I.P. Pavlov, there is a visible correlation between pathophysiology and normal physiology: studies of impaired functions make it possible to detect what exists and occurs in a hidden and complicated form under conditions of normal development.
One of the first GENERAL REGULARITIES OF DEVIATING DEVELOPMENT in relation to various types mental dysontogenesis were formulated by V.I. Lubovsky. THE MAIN THESIS is the evidentiary postulation of the presence
3 HIERARCHICAL LEVELS OF REGULARITIES
DEVELOPMENTAL:
LEVEL I - patterns inherent in all types of dysontogenetic development.
LEVEL II - patterns characteristic of the group of dysontogenetic disorders.
III LEVEL - specific patterns inherent in a particular type of dysontogenesis.
From the perspective of modern researchers, patterns or features that are often identified by researchers as specific to a given defect are not always so. Many of them actually have more general character and can be traced in the development of children belonging to several types of developmental disorders. Thus, comparing the characteristics of children belonging to any one type of developmental disorder with the norm is clearly not enough, because does not make it possible to identify specific signs of a given defect, to discover patterns of development that are unique to it.
L.S.Vygotsky considered such disadvantages as blindness, deafness, u/o. He noted that the causes that cause them lead to the emergence of a basic disorder in the sphere of mental activity, which is defined as - PRIMARY VIOLATION. A primary disorder, if it occurs in early childhood, leads to peculiar changes in the entire mental development of the child, which manifests itself in the formation SECONDARY and subsequent order in the field of mental activity. All of them are caused by the primary disorder and depend on its nature (the type of primary deficiency), the degree of its severity and the time of occurrence.
REGULARITIES:
1) APPEARANCE OF SECONDARY DEFECTS in the process of mental development of a child with a deficiency of one type or another was identified by L.S. Vygotsky in the early 1930s as a general pattern abnormal development.
2) According to L.S. Vygotsky, the second pattern is - DIFFICULTIES IN INTERACTION WITH THE SOCIAL ENVIRONMENT and disruption of connections with the outside world all children with developmental disabilities.
Zh.I. Schiff formulates this pattern as follows: what is common to all cases of abnormal development is that the totality of consequences generated by the defect manifests itself in changes in the development of the personality of the anomalous child as a whole. The author also notes that children with developmental disabilities of all categories have speech communication disorders, although they manifest themselves in different degrees and forms.
3) VIOLATIONS OF RECEPTION, PROCESSING, PRESERVATION
AND USE OF INFORMATION.
As experimental neurophysiological and psychological research, with any pathology, the “decoding” of the surrounding world is disrupted. Depending on the specifics of the deviation, various parameters of the surrounding reality are distorted.
4) VIOLATION OF SPEECH MEDIATION.
Even L.S. Vygotsky put forward the position that from approximately 2 years of age, speech begins to play a DETERMINING ROLE in the further development of all mental processes. Especially great importance has the FORMATION OF THE REGULATING FUNCTION OF SPEECH, which is inextricably linked with the development of the speech function itself, and the frontal parts of the brain as the BRAIN BASIS OF ARNIVORY.
Neurophysiological studies show that DELAY IN THE MATURATION OF FRONTAL STRUCTURES is a common pathogenetic characteristic of a number of dysontogenies, such as u/o, mental retardation, RDA, etc. With all mental development deviations, to a greater or lesser extent, there is a DIVERGENCE OF NONVERBAL and VERBAL BEHAVIOR, which makes it difficult for normal child development and requires use special techniques his upbringing and training.
5) LONGER FORMATION TIMES
PERCEPTIONS AND CONCEPTS ABOUT THE ENVIRONMENT
REALITY.
Any type of dysontogenetic development is characterized by a violation of normal mental reflections of reality, complete or partial loss of “mental tools”: intellectual abilities are reduced, or social inadequacy is revealed, or some type of information (visual, auditory, visual-auditory, effective) about the surrounding reality is lost.
In order for a child with one or another developmental pathology to form as complete and adequate ideas about various aspects of the surrounding reality as occurs in normally developing children, longer periods and special methods are, of course, necessary.
6) RISK OF ARISING CONDITIONS OF SOCIO-PSYCHOLOGICAL DISADAPTATION.
The problem of interaction between personality and environment is extremely important when analyzing the process of mental development. A special place in solving this problem is occupied by the analysis of not only the activity of the individual, but also the characteristics of its adaptation.
The wide prevalence of states of mental underdevelopment, and especially its mild forms, is an additional source of serious problems for society, the main of which include INCOMPLETE SOCIAL INTEGRATION OF PERSONS WITH MENTAL DEVELOPMENT DISORDERS, with the accompanying increase in crime among minors.
A system developed and created through the efforts of domestic defectologists specialized assistance children with various forms of mental underdevelopment has achieved significant success in solving the problems of diagnosing and correcting disorders of cognitive activity in childhood. However, much less attention has been paid to the study of the GENESIS AND SPECIFICITY OF PERSONAL PROBLEMS, which inevitably arise in these children DURING THE PROCESS OF SOCIALIZATION. Meanwhile, it is precisely this kind of problem, focusing in itself a complex combination of organic and social factors child development, are formalized into various phenomena behavioral disorders, GENERAL OR PARTIAL DISADAPTATION, often reaching the level of clinical or criminal severity.
This parameter has appeared in recent years in connection with the strengthening of integration processes in education and the importance that has begun to be attached to the development of people’s social competence, regardless of the severity and nature of their deviations.
This parameter means that any defect makes it difficult for a person to achieve an optimal balance between the ability to satisfy their significant needs and the conditions available for this, including both purely everyday conditions (for example, the presence of ramps for wheelchair access) and socio-psychological ones - the readiness of the immediate social environment to communicate with such people.
CONCEPT OF A.R.LURIA and him followers ABOUT BRAIN
BASICS OF ORGANIZATION OF AN INTEGRAL MENTAL
HUMAN ACTIVITIES- is methodological basis to identify the very fact of deviation from normal ontogenesis, the structure of the deviation, determination of the most disturbed and preserved brain structures, which must be taken into account when organizing the correctional pedagogical process.
AGE SYMPTOMS:
EACH AGE leaves its imprint on the NATURE OF RESPONSE IN CASE OF PATHOGENIC INFLUENCE:
1) SOMATOVEGETATIVE (from 0 to 3 years)- against the background of the immaturity of all systems, the body at this age reacts to any pathogenic influence with a complex of somatovegetative reactions, such as general and autonomic excitability, increased body temperature, sleep disturbance, appetite, and gastrointestinal disorders.
2) PSYCHOMOTOR LEVEL (4- 7 years) - intensive formation of the cortical parts of the motor analyzer, and in particular the frontal parts of the brain, makes this system predisposed to hyperdynamic disorders of various origins (psychomotor excitability, tics, stuttering, fears). The role of psychogenic factors is increasing - unfavorable traumatic relationships in the family, reactions to addiction to children's educational institutions, unfavorable interpersonal relationships.
3) AFFECTIVE LEVEL (7 -12 years)- the child reacts to any harm with a noticeable affective component - from pronounced autism to affective excitability with phenomena of negativism, aggression, and neurotic reactions.
4) EMOTIONAL-IDEATORY (12 – 16 years old) - leading in prepubertal and pubertal age. It is characterized by pathological fantasizing, overvalued hobbies, overvalued hypochondriacal ideas, such as ideas of imaginary ugliness (dysmorphophobia, anorexia nervosa), psychogenic reactions of protest, opposition, emancipation.
The predominant symptoms of each age level of response do not exclude the occurrence of symptoms of previous levels, but they, as a rule, occupy a peripheral place in the picture of dysontogenies. The predominance of pathological forms of response, characteristic of more younger age, indicates the phenomena of ZPR.
The reactions listed above are an aggravated form of a normal age-related reaction to one or another harm.
AT 2. MAIN MECHANISMS OF APPEARANCE
DEFECTS IN PSYCHOPHYSICAL
DEVELOPMENT.
In 1927 SCHWALBE first introduced the term “DISONTOGENESIS” to denote deviations in the intrauterine development of the body. V.V. Kovalev (1985) uses the concept "MENTAL DYSONTOGENESIS", applying it to mental development disorders in childhood and adolescence as a result of the disorder and maturation of the structures and functions of the brain.
Term DYSONTOGENIA" was introduced by representatives of clinical medicine to designate various forms of disruption of normal ontogenesis that occur in childhood, when the morphofunctional systems of the body have not yet reached maturity. For the most part, these are so-called NON-PROGREDIENT DISEASED CONDITIONS (the non-progressive nature of the disorders means the absence of aggravation of the primary defect underlying mental underdevelopment), a kind of developmental defects that obey the same laws as normal development, but represent its pathological modification, making it difficult to fully psychosocial development of a child without appropriate special psychological, pedagogical, and in some cases medical assistance.
In the works of psychiatrists, THE 2 MAIN TYPES OF MENTAL DYSONTOGENESIS ARE IDENTIFIED:
1) retardation, 2) asynchrony.
Under RETARDATION- refers to a delay or suspension of mental development. There are GENERAL (TOTAL) and PARTIAL (PARTIAL) MENTAL RETARDATION.
At PARTIAL RETARDATION- there is a suspension or delay in the development of certain mental functions. The neurophysiological basis of partial retardation is a violation of the rates and timing of maturation of individual functional systems.
A characteristic feature ASYNCHRONY- there is a pronounced advance in the development of some mental functions and properties of the emerging personality and a significant lag in the rates and timing of maturation of others. This becomes the basis for the disharmonious development of the psyche as a whole.
It is necessary to distinguish ASYNCHRONY from PHYSIOLOGICAL HETEROCHRONY- i.e. different timing of maturation of cerebral structures and functions, which is observed during normal mental development.
Topic: Causes of developmental disorders.
Conditions for normal child development.
Biological factors of developmental disorders.
Socio-psychological factors of developmental disorders.
Literature:
Fundamentals of special psychology / Ed. L.V. Kuznetsova. – M., 2002.
Sorokin V.M. Special psychology. – St. Petersburg, 2003.
Sorokin V.M., Kokorenko V.L. Workshop on special psychology. – St. Petersburg, 2003.
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Factor- the cause of any process, phenomenon (Modern dictionary of foreign words. - M., 1992, p. 635).
There are many types of influences that influence the occurrence of various deviations in the psychophysical and personal-social development of a person. And before characterizing the causes leading to developmental deviations, it is necessary to consider the conditions for the normal development of the child.
These 4 basic conditions necessary for the normal development of a child were formulated by G.M. Dulnev and A.R. Luria.
First most important condition - “normal functioning of the brain and its cortex.”
Second condition – “the normal physical development of the child and the associated preservation of normal performance, normal tone of nervous processes.”
Third condition – “preservation of the sense organs that ensure the child’s normal communication with the outside world.”
Fourth condition – systematic and consistent education of the child in the family, in kindergarten and in secondary school.
Data from the analysis of the psychophysical and social health of children shows a progressive increase in the number of children and adolescents with various developmental disabilities. There are fewer and fewer children who are healthy in all respects of development. According to various services, from 11 to 70% of the total child population at various stages of their development, to one degree or another, need special assistance.
- 2 -
The range of pathogenic causes is very wide and varied. Usually, the whole variety of pathogenic factors is divided into endogenous (hereditary) and exogenous (environmental).
Biological factors include:
genetic factors;
somatic factor;
brain damage index.
Based on the time of exposure, pathogenic factors are divided into:
prenatal (before the start labor activity);
natal (during labor);
postnatal (after childbirth, and occurring before 3 years).
According to clinical and psychological materials, the most severe underdevelopment of mental functions occurs as a result of exposure to damaging hazards during the period of intense cellular differentiation of brain structures, i.e. in the early stages of embryogenesis, at the beginning of pregnancy.
TO biological risk factors that can cause serious deviations in the physical and mental development of children include:
chromosomal genetic abnormalities, both hereditarily determined and resulting from gene mutations, chromosomal aberrations;
infectious and viral diseases mothers during pregnancy (rubella, toxoplasmosis, influenza);
sexually transmitted diseases (gonorrhea, syphilis);
endocrine diseases of the mother, in particular diabetes;
Rh factor incompatibility;
alcoholism and drug use by parents, and especially by the mother;
biochemical hazards (radiation, environmental pollution, presence in environment heavy metals, such as mercury, lead, the use of artificial fertilizers in agricultural technology, food additives, misuse medical supplies etc.), affecting parents before pregnancy or the mother during pregnancy, as well as the children themselves during early periods postnatal development;
serious deviations in the mother’s physical health, including malnutrition, hypovitaminosis, tumor diseases, general somatic weakness;
hypoxic (oxygen deficiency);
maternal toxicosis during pregnancy, especially in the second half;
pathological course of labor, especially accompanied by trauma to the newborn’s brain;
brain injuries and severe infectious and toxic-dystrophic diseases suffered by a child at an early age;
chronic diseases (such as asthma, blood diseases, diabetes, cardiovascular diseases, tuberculosis, etc.) that began in early and preschool age.
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Biological pathogenic factors do not exhaust the range of causes of developmental deviations. Social and psychological factors are no less diverse and dangerous.
Social factors include:
early (up to 3 years) environmental influences;
current environmental influences.
TO social risk factors relate:
unfavorable social situations in which the mother of the unborn child finds herself and which are directed directly against the child himself (for example, the desire to terminate the pregnancy, negative or anxious feelings related to future motherhood, etc.);
prolonged negative experiences of the mother, which result in the release of anxiety hormones into the amniotic fluid (this leads to constriction of the fetal blood vessels, hypoxia, placental abruption and premature birth);
severe short-term stress - shock, fear (this can lead to spontaneous miscarriage);
psychological state of the mother during childbirth;
separation of the child from the mother or her substitutes, lack of emotional warmth, sensory-poor environment, improper upbringing, callous and cruel attitude towards the child, etc.
If factors of a biological nature largely constitute the field of interest of clinicians, then the socio-psychological spectrum is closer to the professional field of teachers and psychologists.
Clinical studies show that the same cause sometimes leads to completely different developmental disorders. On the other hand, pathogenic conditions that differ in nature can cause the same forms of disorders. This means that the cause-and-effect relationships between pathogenic factor and impaired development can be not only direct, but also indirect in nature.
Young inexperienced parents raising their first child, literally after the first month, begin to actively look for answers to the following questions: when does he do, speak, how to develop fine motor skills, what should be the conditions for the development of a child in the family for him to develop correctly? And many others. And if suddenly something happens behind (or ahead) of generally accepted norms, they begin to worry. In most cases, it is not difficult to avoid this; it is enough to create a the necessary conditions. Let's talk about this.
What should be the conditions for the development of young children?
Creating conditions for the normal development of a child is actually not difficult. Just to begin with, let’s define what it is to talk about the same things. Specialists under favorable conditions conditions of child development in the family understand the organization of the baby’s living space that will stimulate its development. But this is in theory, but what about in practice?
We create conditions for the normal development of a child 0-6 months
The first thing that needs to be ensured is the availability of as many items as varied in shape, color, material and texture as possible. Naturally, they all must be safe. Even if the baby cannot reach most of them yet, he can and should be helped. Place him on the floor more often and give him a little help to reach this or that toy.
Such activities can be combined with hardening. No matter how high-quality and modern a disposable diaper is (more details: ), it still prevents the skin from breathing. Do not dress him, air baths will only benefit the child.
Such placements on the stomach will significantly expand the baby’s view and allow him to see how much interesting things there are around. By the way, it is not necessary to surround him only with toys. In most cases, children love to play with some household objects. So a glasses case or a strainer can keep your little one occupied for 30 minutes.
We create conditions for the normal development of a child 6-12 months old
After six months, a new period begins in the child’s development. Now he has an increased need for motor activity and mastering new movements. So, the main rule for creating favorable conditions for the development of young children is: do not limit.
Reduce the time spent in the playpen or crib, let better baby spends more time on the floor. This way he can quickly learn to crawl, sit down, roll over, and stand up while holding onto something. Of course, at first you will have to constantly help and support him, but the baby learns quickly. It seems like only yesterday he was making his first attempts to stand on his feet, but today he is confidently walking along the wall.
Have you noticed that the baby scatters everything that comes to hand? This is normal, it means it develops with age. A period of destruction must be present, because at this time the child’s thinking is actively developing. He learns to compare, establishes cause-and-effect relationships (I threw it - my mother picked it up).
Instead of restricting your child and punishing him for another damaged thing, offer him games related to destruction. Build towers from cubes and let them break them, let them tear old newspaper into pieces. Tie the toys you take for a walk with strings so they don’t fall into the mud. As a result, the child will get what he wants, and you will make do with minimal losses or no losses at all.
Favorable conditions for the development of a young child in the family help to outgrow many problems. For example, at a certain stage of growing up, a baby begins to poke his fingers into various holes, greatly frightening his parents. So, to prevent such behavior from developing into an obsession (for example, sticking your finger in a socket), you need to create conditions that help you outgrow it faster. So make sure you have the appropriate toys or come up with something at hand.
In one article, it is difficult to consider all aspects of creating conditions for the development of young children, but I hope the main idea is clear. Additional information you can get from the following materials: and.
