PREREQUISITES AND CONDITIONS OF MENTAL DEVELOPMENT.
1. The concept of mental development. Indicators mental development. Biogenetic and sociogenetic theories of development.
2. Prerequisites for mental development: hereditary characteristics, natural properties of the body, maturation processes.
3. Conditions of mental development, social environment (life among people), the child’s own activity.
Mental development and activity.
What is development?
Human development is maturation, quantitative and qualitative changes in congenital and acquired properties.
In the process of mental development, significant changes occur in cognitive, volitional, emotional processes, in the formation of mental qualities and personality traits.
The definition of the ways of education and upbringing, the approach to the child, and the understanding of the characteristics of his development depend on understanding the meaning of the term “mental development.”
The mental development of a child is influenced by 2 main factors: biological (natural) and social (living conditions, environment).
L.S. Vygotsky defined development as “a continuous process of self-movement, characterized primarily by the emergence and formation of something new that was not present at previous stages.”
Therefore, he considered age-related neoplasms to be a criterion for mental development. Vygotsky L.S. pointed out that children's life consists of eras characterized by slow evolutionary development, crises separate from each other.
Crises are characterized by the following features:
1.Comes and ends imperceptibly, reaching a maximum in the middle.
2. Negative phenomena.
3.Needs outpace capabilities.
D.B. Elkonin connected the periods with leading activities.
Prerequisites for mental development.
1..Structure and function of the brain.
In animals, most of the brain matter is already occupied at the time of birth. It enshrines the mechanisms of instinctive forms of behavior that are inherited. The child’s part remains “clean”, ready to consolidate what life and upbringing give. Etc. It can also reinforce wolfish habits. In the animal world, the achieved level of development and behavior is passed on from generation to generation, as well as structure organism - by biological inheritance, and a person has all types of activities and knowledge. Skills, mental qualities through social inheritance.
2. Natural properties of the body: the ability to walk upright, orientation reflexes, hereditary characteristics.
Natural properties, without generating mental qualities, create the conditions for their formation. Example: speech hearing makes it possible to distinguish and recognize speech sounds. Not a single animal possesses it, since from nature the child receives the structure hearing aid and corresponding parts of the nervous system.
Conditions of mental development.
1. Life among people (education and training).
2. The child’s own mental activity.
Mental activity manifests itself in the activity of becoming a person - meaning learning to act.
4. Mental development and activity.
BASIC REGULARITIES OF MENTAL DEVELOPMENT.
The development of each mental function, each form of behavior, is subject to its own laws. They manifest themselves in all spheres of the psyche and persist throughout ontogeny. These are not random facts, but major, significant trends.
1. Irregularity and heterochrony.
Each function is coming with its own special tempo and rhythm of formation. What is ahead, something lags behind, then the functions that lag behind become priority in development and create the basis for further complication of mental activity.
In the first months, the senses develop most actively; later, on their basis, objective actions are formed, then speech, visual and effective thinking.
The periods most favorable for the development of one or another aspect of the psyche, when sensitivity is heightened, are called SENSITIVE.
Functions develop most successfully and favorably.
2. Stagedness.
Mental development occurs in stages, having a complex organization in time. Each age stage has its own pace and rhythm of time and changes in different years life. A year in infancy is not equal to a year in adolescence. The stages follow one after another, obeying their own internal logic; their sequence cannot be rearranged or changed at will.
Each stage has its own value. Therefore, as emphasized by A.V. Zaporozhets “it is important not to accelerate mental development, but to enrich and expand the child’s capabilities in the types of life activities inherent to a given age”
This ensures the transition to a new stage of development.
The characteristics of the stages of mental development are:
Social situation of development.
Leading activity.
Main neoplasms.
Under social situation development L.S. Vygotsky understood the relationship between external and internal conditions mental development. It determines the child’s attitude towards other people, objects, things, and himself.
Age-related neoplasms. A new type of personality structure, mental changes, and positive acquisitions emerge, which allow the transition to a new stage of development.
Leading activity. A.N. Leontyev said that this activity provides cardinal lines of mental development precisely during this period. In this activity, the main personal formations are formed, the restructuring of mental processes and the emergence of new types of activities occur.
According to A. N. Leontiev, leading activity determines the most important changes in a child’s characteristics in a particular period of development. She is characterized following signs: 1) the main mental changes of the child in a given age period most closely depend on it, 2) other types of activities arise and are differentiated in it, 3) private ones are formed and restructured in it mental processes(1981, pp. 514-515).
Despite the fact that each age period is characterized by a certain leading activity, this does not mean that at a given age other types of activity are absent or impaired. For a preschooler, the leading activity is play. But in the preschool period, elements of learning and work can be observed in the lives of children. However, they do not determine the nature of the main mental changes at this age, their characteristics depend to the greatest extent on the game.
Let's consider the periodization of childhood, which was developed by D. B. Elkonin based on the works of L. S. Vygotsky and A. N. Leontiev. This periodization is based on the idea that each age, as a unique and qualitatively specific period of a person’s life, corresponds to a certain type of leading activity; its change characterizes the change age periods. In each leading activity, corresponding mental new formations arise and are formed, the continuity of which creates the unity of the child’s mental development.”
Let us present the indicated periodization.
2. Object-manipulative activity is leading for a child from 1 to 3 years old. Carrying out this activity (initially in collaboration with adults), the child reproduces socially developed ways of acting with things;
he develops speech, semantic designation of things, generalized categorical perception of the objective world, and visual-effective thinking. The central new formation of this age is the emergence in the child of consciousness, which acts for others in the form of his own childish<я».
3. Play activity is most dominant in a child from 3 to 6 years old.
4. Educational activity is formed in children from 6 to 10 years old. On its basis, younger schoolchildren develop theoretical consciousness and thinking, and develop corresponding abilities (reflection, analysis, mental planning); At this age, children also develop the need and motives for learning.
5. Holistic socially useful activity as a leading one is inherent in children from 10 to 15 years old. It includes such types as labor, educational, social and organizational, sports and artistic activities.
6. Educational and professional activities are typical for high school students and vocational technical schools students aged 15 to 17-18 years. Thanks to it, they develop the need for work, professional self-determination, as well as cognitive interests and elements of research skills, the ability to build their life plans, ideological, moral and civic qualities of the individual, and a stable worldview.
Internal contradictions act as the driving forces of mental development. There is no correspondence between I WANT and I CAN.
4. Differentiation and integration of processes, properties and qualities.
Differentiation consists in the fact that, when separated from each other, they turn into independent forms or activities (memory is separated from perception).
Integration ensures the establishment of relationships between individual aspects of the psyche. Thus, cognitive processes, having undergone differentiation, establish relationships with each other at a higher quality level. So memory, speech, thinking provide intellectualization.
Cumulation.
The accumulation of individual indicators that prepare qualitative changes in different areas of the psyche.
5. Change of determinants (causes).
The relationship between biological and social determinants is changing. The relationship between social determinants also becomes different. Special relationships develop with peers and adults.
6. The psyche is flexible.
This promotes learning from experience. Once born, a child can master any language. One of the manifestations of plasticity is the compensation of mental or physical functions (vision, hearing, motor function).
Another manifestation of plasticity is imitation. Recently, it has been viewed as a unique form of orienting a child in the world of specifically human activities, methods of communication and personal qualities by assimilating and modeling them into the activity itself (L.F. Obukhova, I.V. Shapovalenko).
E. Erikson identified the stages of a person’s life path, each of them is characterized by a specific task that is put forward by society.
Infancy (oral) - trust - distrust.
Early age (anal stage) - autonomy - doubt, shame.
Age of play (phallic stage) - initiative - guilt.
School age (latent stage) - achievement - inferiority.
Adolescence (latent stage) - identity - diffusion of identity.
Youth - intimacy - isolation.
Maturity - creativity - stagnation.
Old age - integration - disappointment in life.
NEWBORN PERIOD.
“When we are born we cry. It’s sad for us to start a stupid comedy.” W. Shakespeare
1. General characteristics of the anatomical and physiological characteristics of the newborn.
2. Features of the manifestations of the psyche of a newborn:
A. unconditioned reflexes b. development of receptors at birth.
3. Receiving external impressions - as a condition for the development of the psyche.
4. Individual differences in newborns.
During intrauterine development, the following organs are formed:
3-9 weeks - heart
5-9 weeks - upper and lower limbs
8-12 weeks - face, eyes, ears, nose
5-16 weeks - kidneys.
In the first 3-4 months of pregnancy, the nervous system is formed. Flu. rubella and hepatitis lead to the appearance of congenital anomalies.
A newborn weighs 3200-3500 grams, height from 49-50 cm. The body structure differs from the structure of an adult and a 7-year-old child. The ratio of body parts is disproportionate: the head is very large, 1.4 of the entire body length of a child; in an adult, 1.8. The baby's legs are very short. The brain of a newborn weighs 360-370 grams. Nervous tissue of the brain, especially the cortex, to
at the time of birth are not yet fully formed, not all nerve cells have the structure, size and shape that characterize the mature brain.
In a newborn, the processes of nerve cells, which ensure the establishment of connections between different cells, are short and are not able to perform their main job - transmitting nervous excitation from one cell to another. Many nerve cells and fibers in the newborn's brain are partially ready to receive and respond to simple stimuli. The cerebral cortex is not yet developed, the inhibition processes are weak, so nervous excitations spread widely throughout the entire cortex, capturing various centers, and causing general scattered movements in the child.
By the time of birth, the entire receptor apparatus is ready - the child sees, hears, smells, feels pain, touches. From the first days of life, as a result of the influence of external stimuli on the perceptive organs and the response to them, the functions of the cerebral cortex develop.
The baby has an innate ability to respond to sounds and their modifications. At the age of one week, the child is already able to distinguish his mother's voice from other voices. By the age of 2 weeks, the baby has probably formed the image that the mother's face and voice are a single whole. Experiments have shown that a baby demonstrates a state of anxiety if his mother appears before his eyes and speaks in a strange voice, or when suddenly a stranger speaks in his mother’s voice. The development of sensitivity begins in the prenatal period (example from Brusilovsky’s “Life Before Birth,” p. 106.
Visual sensitivity - vision is apparently the least developed sense at birth. Although newborns are able to follow moving objects, their vision is weak until 2-4 months of age. Studies have shown that at 3 months the ability to distinguish colors is evident and the child is drawn to the color red. The ability to distinguish colors has been proven by scientist N.I. Krasnogorsky.
“If there are no external stimuli or they are insufficient, the organization of the work of the cerebral cortex is delayed or goes wrong... Hence the need to raise a child from the first days of life.” N. M. Shchelovanov.
“Helpless as a kitten” - they say about a newborn baby. But they forget that at birth a kitten is more “adapted to life” than a human baby. If a newborn, like a kitten, had to look for food on its own, it would not survive. Life for a child in new conditions is ensured by innate mechanisms. He is born with a certain readiness of the nervous system to adapt the body to external conditions. Immediately after birth, reflexes are activated, ensuring the functioning of the main organs and systems of the body (breathing, blood circulation, excretion). The newborn's senses are better developed than their movements.
A newborn exhibits in its pure form innate instinctive forms of behavior aimed at satisfying needs. They ensure survival, but do not form the basis of mental development.
Innate reflexes associated with movements.
Grimaces of pleasure and displeasure.
Adequate facial expressions to sour, salty, bitter and sweet taste stimuli.
Sucking, blinking, swallowing reflexes.
Robinson's grasping reflex.
Babinski plantar reflex (spreads fingers).
Vertebral reflex Galant.
Stepping and swimming reflexes without moving the body.
Raises his head from his shoulder.
Repulsion reflex.
Orienting reflex.
Defensive (if you sharply pull the diaper, swing your arms and legs).
Tonic neck reflex (fencing pose).
Limitless possibilities for learning new experiences and acquiring forms of behavior characteristic of humans are the main features of a newborn.
External impressions are necessary for proper mental development. Without such impressions, the maturation of the brain is impossible, since a necessary condition for normal maturation of the brain during the neonatal period is the exercise of the senses, the entry into the brain of various signals received with their help from the outside world. (If a child falls into sensory isolation, his mental development is delayed. The source of impressions is an adult).
“The world enters the human consciousness only through the door of the external senses. If it is closed, then he cannot communicate with him. The world then does not exist for consciousness.” B. Preyer.
The baby has better developed distant receptors, so auditory and visual sensations are available to him earlier.
Conditioned reflexes.
1. The appearance of a concentration reaction from the eye and ear (1-2 min).
2. Conditioned reflexes “to the feeding position” are formed.
3. Positive emotional reaction to an adult, the need for communication.
4.By 2-3 weeks, a reflex at feeding time.
“Revival complex” is a special emotional-motor reaction addressed to an adult. It is the boundary between newbornness and infancy.
Individual differences.
Although babies behave remarkably similar in many situations and relationships, they are very different. There is a big difference in terms of irritability. Even in the same family, children differ in their typical mood.
The appearance of concentration reactions in the eyes and ears.
Conditioned reflexes to individual stimuli are formed.
Positive reaction to an adult, need for communication.
Conclusions on the Baby p. 177 Carol Flake Hobson
Communication.
During this period, the child’s contact with the world is carried out through an adult. The center of the situation in which the child finds himself is the adult. During the prenatal period, the child is connected physically, and in infancy - socially. At 3-6 months, a selective attitude towards adults appears. The child reacts to the face and intonation of the voice. For mental development during infancy, emotional communication with him is important.
Communication with adults is the main factor in development in infancy.
Research by D.B. Elkonina, M.I. Lisina, L.I. Bozovic, M. Raibl, I. Langmeiera, Z. Matejczyk allow us to come to the conclusion that the leading activity of the infant is emotional communication with the mother.
The American Sempman showed that rat cubs, who received experiences of helplessness in early childhood in the absence of adults, will subsequently be passive in risky life situations. Even sarcoma was rejected more often.
Czechoslavak psychologist M. Dombrovska found that children aged 6-10 months, deprived of a family, are 7 times more likely to experience fear when meeting new objects and toys than children with families.
American psychologist D. Pruga found that in situations with constantly changing adult caregivers, an infant is able to restore interrupted emotional contact with adults no more than 4 times. After this, he stops looking for new contacts and remains indifferent to them.
Polish psychologist K. Obukhovsky cites R. Spitz's data on the consequences of separation from the mother of a 6-month-old baby.
1 month - cries, mother demands.
2 months - avoidance reaction, screams when approached. At the same time, there is a drop in weight and a decrease in the overall level of development.
3 months - demonstrates apathy, autism, avoidance of all contacts with the world.
8-9 month old children sat or lay with their eyes wide open and their faces frozen, in a daze, contact was difficult, sometimes impossible. The children suffered from insomnia, lost weight, and were sick, especially with skin diseases.
4 months - facial expressions disappear, the face freezes like a mask, does not scream, but moans pitifully.
In case of separation more than 5-6 months. the changes are basically irreversible.
Emotionally cold and principled, strict mothers often ensure that by the age of 7-8 years their children experience serious emotional disorders.
In the 1960s, psychologist Wayne Dennis studied infants in an orphanage in Tehran, Iran, and noted severe developmental delays. IQ decreases by 5-10 units per year. The development level of the average child is 30 units higher. When the conditions of upbringing change, a child can catch up with his peers in development. So Dennis found out that if a child is held in his arms for 1 hour a day and activated with objects, then development can be accelerated 4 times. V.S. Rotenberg and S.M. Bondarenko believe that a child deprived of communication at 1 year of life is doomed to emotional deafness - schizoid. At 1 year of age, the child does not need the mother’s integrity, but the unconditional manifestation of maternal warmth, love and affection.
After birth, there is no need for communication. It follows the “request-response” principle. Initially, communication between an infant and an adult acts as a one-way process. The appeal comes from an adult, the child’s response is subtle. R. Burns, citing research by S. Coopersmith, argues that for positive self-perception, it is not the method of feeding itself that is important, but the mother’s confidence in the chosen method.
1. The first achievement when a child communicates with an adult is persistent looking into the eyes and lips of an adult (1 month). the revitalization complex is the first response to an adult’s appeal; the most important social need for positive emotions on the part of the adult is formed. By 4-5 months, communication acquires a selective character and begins to distinguish friends from strangers. Gradually, communication for the sake of communication develops into communication about objects, toys, and joint activities.
The most important means of communication are expressive actions (smiling, humming, active motor reactions). Observations have shown that organized communication using words has failed since 3 months.
2. At 6-7 months. the means and forms of dialogue become more complex, crying of appeal and crying of sympathy appear. The pity of grandmothers and compassionate mothers (oohs and ahas) frighten the child and give rise to fear of movement.
One-year-olds are irritated by long monologues.
after 3 months revelry
About 4 months imitation of the rhythm of sounds a-a-a-a, y-y-y, o-o-o
6 months - babble - there is a gradual improvement in the use of lips, tongue, and breathing.
From mid-infancy, conditions are created for understanding speech. Where is Lyalya? Approximate reaction to the word. As a result of repeated repetitions, a connection between the object and the word arises. By the end of the year, the connection between the name of the item and the item itself. It is expressed in searching and finding an object, a passive vocabulary arises. At this time, gestural communication develops. At 5 months -movement of the hand, then make a pat, wave your hand. At 9-10 – affirmative, negative, pointing, threatening, beckoning.
Prerequisites for speech acquisition.
Stage 1 - calms down, listening to adults talking to him.
Stage 2 - after 3 months he walks, makes sounds, listens to them.
Stage 3 - in the second half of the year, babbling, babbling pronounces and distinguishes new sounds. Normal babies begin to babble at the age of five months. This initial phase lasts about a month, with children making a wide variety of sounds. Deaf children also go through this phase, although they have never heard a single word. They babble as much as normal children, although they cannot hear themselves.
By the end of the first year, babbling ends and turns into conversational speech, which a normal child constantly hears around him. It takes a long time to consolidate speech skills. The speech of children who became deaf in childhood gradually becomes impoverished. At the age of 6 years, the onset of deafness does not affect the development of speech. As a result of repeated repetitions, a connection arises between the word spoken by an adult and the object being pointed at. By the end of 1 year, it may occur in response to an adult’s word and the speech reaction where is daddy?, the child - “dad”. By the end of the year he knows from 4 to 15 words. Boys turn out to be more mute. Passive stock is much larger than active stock.
By the end of infancy, speech acquisition acquires an active character and becomes one of the important means of expanding the child’s communication capabilities with adults.
Lashley identified the causes of speech development difficulties:
hearing, features of the development of the speech analyzer.
insufficient experience of communicating with adults.
features of the child’s emotional life.
inhibition due to other children.
poor coordination of movements.
A way to encourage speech development, according to Lashley, is play.
The first half of the year is a period of preparation for speech development. During this period, the speech-motor apparatus is prepared and phonemic hearing develops. Based on communication, the need arises for verbal communication with other people. The first speech reactions are conditioned reflex in nature and are formed in the process of emotional communication with adults.
By the second half of the year, the child develops a large number of conditioned reactions to objective stimuli.
In particular, reactions of this nature appear - it picks up the sound pattern of a word and correlates it with a specific object. Where's the clock? Shows.
The development of the second signaling system, the ability to respond to the meaning of a word, appears much later (11-12 months), with the help of speech we begin to control the child’s behavior. The child develops understandable speech; it is situational in nature.
Conclusions for 1 year:
Understanding adult speech and first self-pronounced words.
Action can be controlled by words.
A child’s perception can be controlled by a word.
Speech becomes active and the prerequisites for successful language acquisition are formed.
The decisive condition for understanding speech is the need for communication in a situation of attractive activity, a mandatory positive emotional coloring. The accumulation of the names of objects occurs in the following order: a. names of immediately surrounding things b. names of adults and names of toys c. images of objects, clothing and body parts.
You must not leave the baby with a stranger or let strangers approach the crib and stroller. Get acquainted only while sitting in the arms of your parents.
Respectful attitude towards the child. No spanking allowed. Especially boys, as the testicles will rise from the scrotum.
Patience and kindness.
You cannot compare, since everyone develops according to the laws of individual biology.
Take the baby in your arms.
Don't ignore your baby's cry.
Not reacting to a “fit” is the best way to develop a relationship with a child. A seizure is a marking of a boundary.
Consultations on the topic.
1. Surround your child with the best.
2. Communication with a child as a factor in intellectual development.
Memory at an early age.
Memory is not given in a ready-made form; it develops under the influence of living conditions and upbringing.
Stage 1 – a form of imprinting and recognizing external influences. According to research by Kasatkina N.I. observed in the first months. At 3-4 months, a more complex form of imprinting is based on an elementary analysis of stimuli. Manifests itself in raising the head and directing the body in a direction.
5–6 months – recognition of loved ones.
At 7-8 months, in the process of communicating with adults, a unique form of memory appears - recognition mediated by speech (where is Lyalya?)
By the age of 1 year, a new reaction to a word is a pointing gesture. At the end of the first, beginning of the 2nd year, words become the object of memorization. With age, the period of perception and subsequent recognition lengthens.
At the age of 2, he recognizes loved ones after several weeks.
In the 3rd year, a few months.
In the 4th year after a separation lasting a year.
In preschool age, memory is unintentional, involuntary, that is, the child remembers something without setting a goal to remember.
A child who learns foreign languages at the age of 3 cannot master a system of knowledge in the field of geography. Memory at an early age is one of the central basic mental functions. The thinking of a young child is largely determined by his memory. For a young child, thinking means remembering, that is, relying on previous experience. Thinking at an early age develops in direct dependence on memory.
Leading activity– subject activity, business practical cooperation with adults.
Subject-manipulative activity.
Central neoplasm this age:
The emergence in the child of consciousness, which appears to others around him in the form of his own “I”.
Intensive mastery of object-tool operations forms practical intelligence.
Imagination and the sign-symbolic function of consciousness arise, the child moves on to active speech.
Prerequisites for playful and productive activities arise.
Communication with peers begins.
Objective perception is formed as a central cognitive function.
A personal action, a personal desire arises, and a substantive attitude to reality is formed.
An important new development is pride in one's achievements.
Development crises:
an independent sense of “I”, or doubt and shame.
Development objectives:
self-control, language development, fantasy and play, independent movement.
Development resources:
human relationships, sensory stimulation, protected environment, limited environment.
PRESCHOOL CHILDHOOD.
Central neoplasms:
Leading activity- gaming.
In play activity, for the first time, they are formed and manifested.
the child's needs to influence the world around him.
Imagination and symbolic function are formed, orientation towards the general meaning of human relationships and actions.
The motives of subordination and control are highlighted in them, and generalized experiences and a meaningful orientation in them are formed.
The main new formation is a new internal position, a new level of awareness of one’s place in the system of social relations.
The child masters a wide range of activities: play, work, productive, household, communication.
Mastering modeling as a targeted mental ability.
Mastering the methods and means of cognitive activity.
Formation of voluntary behavior.
1. General characteristics of the nervous system of a preschool child.
2.Development of types of attention in preschool age.
3.Development of attention properties in preschool age.
4.The importance of play and learning in preschool age.
Development of sensations.
Sensory is a system through which impressions of the outside world become the property of our psyche. (accumulation of sensory experience)
“The most far-reaching successes of science and technology are designed not only for the thinking, but also for the feeling person.” B.G. Ananyev.
The development of sensations and perception has important theoretical and practical significance.
developed sensory skills are a prerequisite for the development of other mental processes (thinking, memory, imagination).
basis for improving practical activities.
promotes normal emotional and volitional development.
associated with the development of special abilities.
There are 2 points of view on the sensory development of a child:
sensory abilities are given to the child from birth in a ready-made form.
Goal: sensory education comes down to exercising these abilities.
sensory development is the formation of new previously non-existent properties and sensory processes.
The maturation of analyzers, of course, is an important condition, but this is only an organic prerequisite. The formation of sensory abilities and their improvement occurs in the course of assimilation of social sensory experience. This point of view is shared by many famous scientists Wenger, Elkonin, Sakulina.
What, then, should become the content of sensory education?
1. Formation of sensory standards (familiarization of children with sensory standards). Mastering ideas about various properties and relationships of objects.
2. Mastery of methods of examining objects, perceptual actions, allowing a more complete and dissected perception of the world around us.
sensory standards - samples of each type of properties and relationships of objects.
In the process of socio-historical development, humanity systematized the entire variety of properties of objects: shape, primary colors, pitch scale. Phoneme grid of the native language. Each type of standard is not just a set of individual samples, but a system in which there are varieties of a given property. The assimilation of sensory standards occurs as a result of perceptual actions aimed at examining varieties of shape, color, and size. Without specially organized sensory education, children usually first learn only some standards (circle, square, red, yellow, blue, green). Much later they acquire ideas about triangles, rectangles, ovals, orange, blue, and violet colors). With great difficulty, children acquire ideas about the size of objects, about the relationships in size between objects.
Consistent familiarization of children with different types of sensory standards and their systematization is one of the main tasks of sensory education. To familiarize with sensory standards means to organize the memorization of words denoting the main types of properties of objects.
These basic forms help children understand the variety of properties of objects. This is carried out in all types of activities and goes through 2 stages:
1.1from birth to 3 years. Children learn and distinguish basic sensory standards. They don't have to be named.
1.2. From 3 to 7 years old, children acquire sensory standards and consolidate them in speech.
2.Formation of survey actions.
Visual examination:
3-4 years - eye movements are not numerous, the gaze glides along the middle of the surface, there is no contour tracing.
4-5 years - basic movements in the middle of the figure, orientation to the size and area of the figure, fixations related to the characteristic features of the figure.
5-6 years - eye movements appear along the contour of an object, but not all parts of the contour are examined.
6-7 years - the duration of fixation decreases, the movement models the figure (resembles the movements of an adult).
We see that there is a gradual transition from the child’s expanded actions to condensation, to instant visual modeling, i.e. interiorization.
3 years - manipulation of an object without attempts at examination
4 years - examining an object, identifying individual parts and features.
5-6 years - systematic and consistent examination.
7 years - systematic, systematic review
The examination of objects takes place in different ways depending on the goals; for example, when drawing, an object is examined only from one side, because the image is planar.
During construction, inspection occurs from all sides.
But there are techniques that are typical for many types of examination:
1.Perception of the holistic appearance of an object.
2. Isolating the main parts of this object and determining their properties (shape, size)
3. Determination of spatial relationships relative to each other (above, below, left, right).
4. Identification of small parts and their location in relation to the main parts.
5. Repeated holistic perception of the subject.
Each type of activity has its own research activities.
Conclusions on visual sensations:
1. Children of preschool age are capable of fine color discrimination. Even at a young age they know colors and shades well.
Factors are permanent circumstances that cause stable changes in a particular characteristic. In the context we are considering, we must determine the types of influences that influence the occurrence of various deviations in the psychophysical and personal-social development of a person.
But first, let's look at the conditions for normal child development.
We can identify the main 4 conditions necessary for the normal development of a child, formulated by G.M. Dulnev and A.R. Luria.
The first most important condition is “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, and 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.
The second condition is “the normal physical development of the child and the associated preservation of normal performance, normal tone of nervous processes.”
The third condition is “preservation of the sense organs that ensure the child’s normal communication with the outside world.”
The fourth condition is systematic and consistent education of the child in the family, in kindergarten and in secondary school.
Analysis of the psychophysical and social health of children, carried out regularly by various services (medical, psychological, educational, social), shows a progressive increase in the number of children and adolescents with various developmental disabilities; healthy children in all parameters of development are becoming fewer and fewer. According to various services, from 11 to 70% of the total child population at different stages of their development, to one degree or another, need special psychological help.
The main dichotomy (division into two parts) traditionally goes along the line or congenitality (heritability (FOOTNOTE: Heredity is the property of living matter to transmit to the offspring the signs and developmental features of the parents, including hereditary diseases or specific weaknesses of the body in the form of a predisposition to certain diseases) which - characteristics of the body, or their acquisition as a result of environmental influences on the body. On the one hand, this is the theory of preformationism (predetermined and predetermined psychosocial development of a person) with the defense of the rights of the child as an active creator of his own development, provided by nature and heredity (represented, in particular , in the works of the 18th century French philosopher and humanist J. J. Rousseau), on the other hand, formulated by the 17th century English philosopher John Locke, the idea of the child as a “blank slate” - “tabula rasa” - on which the environment can make any records.
The external environment has a direct impact on the life activity of any, primarily growing, organism. The child’s health largely depends on the microclimate of the room where he is constantly located, the cleanliness and freshness of the air, the quality of the clothes that come into contact with his skin, the furniture he uses, etc.
We will tell you in more detail about the set of measures that will allow you to achieve good results in the development and upbringing of your baby.
Room. Even before the birth of the child, it is necessary to select and equip a children's room or corner in the most illuminated part of the room, freeing it from unnecessary objects. This will make cleaning and maintaining cleanliness easier.
The air temperature in the room for a newborn baby should be at least 22 °C. To do this, in the cold season it is sometimes necessary to install additional heating devices. However, raising the air temperature above 23-24 °C is not recommended, as this can lead to overheating of the child and a decrease in his resistance to colds. For older children, the air temperature should be lower: for babies under one year old - within 20-22 °C, and for children older than one year, given their greater physical activity, 18-19 °C.
Regardless of the time of year, it is necessary to open wide access to fresh air in the room where the child is located. To do this, the room must be ventilated several times a day. In the cold season, a transom or window is opened for ventilation (first in the absence of the child, and then in his presence). In summer, keep windows open all day and, if possible, at night.
In the room where the child is placed, diapers and linens cannot be washed or dried, and smoking is strictly prohibited. The floor, windows, doors and furniture should be wet cleaned daily.
Children's furniture, clothing, shoes. A child needs a crib with mesh or lattice side walls. It should have a hard bottom. A hard mattress is also recommended - made from horsehair, sea grass, or hay. You should not use mattresses made of down or foam rubber, as this can lead to overheating of the child, and in some cases, to allergies. Children are not allowed to sleep on a cot or in a stroller.
A child under one year of age should not be given a pillow so as not to cause curvature of his spine due to incorrect posture in the crib. For older children, you can make a small, flat pillow from sea grass or bird feathers. It is recommended to place a thick plywood sheet covered with a flannelette blanket and oilcloth into the baby's crib while he is awake. A playpen is very convenient, where the child can move and play more actively.
Children over one year old need special furniture: a high chair, a children's table, a children's high chair, a toy cabinet. All children's furniture should be light, comfortable, and well hygienic. As the child grows, it is necessary to purchase larger furniture or adapt the existing one accordingly.
The baby should not be left in a crib or playpen all the time. Starting from 7 months of age, he should be lowered to the floor, creating conditions for the development of movements. For this purpose, part of the room can be fenced off with a barrier 40-45 cm high, the floor can be covered with a flannelette blanket and easy-to-clean oilcloth. In such an improvised playpen you can place a gurney, a smooth or oilcloth-covered log, or a large ball. All this stimulates the child’s active movements - crawling, standing, stepping. For older children (from 10-11 months), it is recommended to make a small slide with a ladder and a ramp, a bench, or a Swedish ladder.
It is advisable to sew clothes for young children from hygroscopic, easily washable materials (cotton, linen, wool), and for coats, jackets, and overalls, materials mixed with synthetic fibers are allowed. It should correspond to the child’s age, season, air temperature, protect from both cooling and overheating, be comfortable, loose-fitting, and not restrict the child’s movements. It is very important that the baby’s clothes are as adapted as possible so that he can use them independently.
For infants, undershirts (calico or knitted and flannel), flannel blouses with long sleeves, rompers (calico, flannel, knitted), and later - tights are recommended. At an older age (after a year) - underwear made of cotton fabric and knitwear (panties, T-shirts, T-shirts), dresses or shirts made of cotton, flannel, knitwear, tights (in warm rooms and in the summer - socks), shorts made of cotton or wool fabrics. In a cool room, you can dress the baby in a woolen dress or trousers, or a woolen blouse.
To provide the child with freedom of movement in the cold season, overalls with a woolen blouse and leggings are recommended for walks. For walking and sleeping outdoors, it is very convenient for a child of the first year of life to use a sleeping bag, which does not restrict breathing and allows the baby to take a comfortable position.
Even a very young child’s head should be kept uncovered indoors. On the street in the summer you can wear a light cap (in case of wind or exposure to the sun), for older children - a panama hat or a cap with a visor. In the cold season, we recommend wearing a cotton scarf and a woolen hat, and in frosty weather, a fur hat.
Shoes for a child must be selected according to size. It should not be too wide or narrow, as this can lead to foot deformities. Already from 8-9 months, when the child begins to stand up and step at the barrier, he should wear leather boots with a hard back and a small heel (0.5-1 cm), and not soft booties or just socks, as this contributes to the development of flat feet . For older children who have mastered walking well, leather shoes or sandals are suitable, which should also have a hard back and a heel of up to 1 cm.
To prevent the child’s feet from overheating, he should not wear warm slippers, much less felt boots, or rubber shoes indoors. Rubber boots should only be used for walking in wet weather. In this case, be sure to wear woolen socks. In summer, in warm weather, it is very useful for children to walk barefoot (on well-cleaned soil, sand or grass). This is a good hardening agent and one of the methods for preventing flat feet.
It is advisable to choose beautiful, bright colors for children’s clothes and shoes. This gives him new visual impressions, increases emotional tone, and is one of the moments of aesthetic education.
Children's underwear, clothes and shoes should be stored separately from adult clothing. They also wash children's underwear and clothes separately, without using washing powders, as this can cause allergic reactions. The linen of children in their first year of life is washed only with baby soap and must be boiled. Dried laundry (it is better to dry it in the fresh air) is ironed with a hot iron. It is very important to carefully iron diapers and undershirts for a child in the first weeks of his life, since his skin is very delicate and easily susceptible to pathogens. Boiling and ironing reliably disinfect diapers.
Baby care items. During the first months of life, a child needs especially careful care. At this age, any environmental disturbances can lead to serious diseases.
Items and means of caring for the child should be prepared in advance, even before his birth. First of all, it is necessary to ensure that the newborn is provided with a sufficient number of diapers, vests and other linen so that they can be freely changed as needed. New linen should be boiled in advance, ironed with a hot iron and stored in a special closet or nightstand.
To care for the child’s skin and mucous membranes, you need to have cotton wool, gauze wipes or bandages, which must be new and not used; at first it is advisable to purchase gauze, cotton wool and bandages in sterile packaging. Cotton wool and bandages should be stored in clean (boiled) glass jars with lids. Treatment of a child's skin to prevent diaper rash is done with baby cream or sterile vegetable oil (olive, sunflower, corn), which must first be boiled and stored in a special bottle.
To bathe a child, you need a baby bath, a water thermometer, a soft sponge or flannel mitten, baby soap, and a jug for dousing the child at the end of the bath. It is advisable to place a child in the first months of life on a special fabric hammock stretched over a wire base, with the help of which the child is given a semi-lying position in the bath.
Wash the child after each urination and bowel movement, using a small basin and jug. If there is a hot water supply, you can wash your baby under the tap, carefully adjusting the water temperature.
Fingernails and toenails are trimmed with specially designated scissors with rounded ends and combed with a separate comb. No one should use these items.
It is very important to maintain special cleanliness when storing pacifiers and pacifiers. They should be placed in boiled glass jars with well-closing lids. These jars must be boiled at least 2 times a week. The nipples are boiled after each use.
It is necessary to have several sterile graduated bottles in stock (purchased at the pharmacy) - for water, expressed breast milk, juices, etc. Bottles, like pacifiers (pacifiers), must be thoroughly washed and boiled after each use.
Care items such as enema bottle, gas tube, eye dropper, nasal dropper should also be stored in separate, sealed, clean glass jars.
When the child turns 6 months old, parents should persistently teach the baby to use the potty. However, you should not force your child to sit on the potty, as this causes a negative reaction and delays the development of the necessary skill. If a child can sit up independently, it is very convenient to use a special highchair for sitting up.
By the beginning of the second year of life, you should purchase a children's toothbrush and teach him to brush his teeth, first without toothpaste, and later with a special children's toothpaste. The baby should be provided with a special glass for rinsing his mouth after eating.
Toys. The correct selection of toys is of great importance for the neuropsychic development of a child. The toy becomes the first and main means by which the baby gets to know the environment, gets acquainted with the color, shape, volume and other properties of various objects, and learns to manipulate them. Toys largely contribute to the development of a child’s active movements, the development of his speech and thinking. They must be selected in accordance with the age and individual characteristics of the child, his tastes and inclinations.
From the first weeks of life, the child develops the basics of binocular (two eyes) vision, which allows him to see objects in space. By the end of the first month of life, he can already fix large objects with his eyes for some time, and subsequently follow moving large and bright objects with his gaze. At the same time, he begins to distinguish sounds and listen to them.
Pendant toys are recommended to be used from the first days of a child’s life. In the crib, about 70 cm above the baby’s chest, you should hang a bright, large toy for viewing. The same large and bright toys (balls, large pyramids, dolls, teddy bears, etc.) should be placed in different places in the room near the crib (put on a shelf, attached to the wall). From time to time, pendant toys are changed, using others of a different shape and color. When communicating with the baby, he should be shown bright and sounding toys (rattle, tambourine, bell).
When the child is 2-2.5 months old, toys are hung lower, at the height of the child’s outstretched arm. At the same time, large toys should be replaced with smaller ones that are easy to grasp. This tactic aims to develop the child’s ability to feel and pick up various objects. However, large toys should also be left for viewing.
A child aged 5-6 months in a crib or playpen should hang several toys of various shapes, colors and textures (balls, bells, ribbons), which are attached to one common cord in such a way that the baby, pulling one captured object towards him, causes moving others. This movement and sound of other toys switches the child’s attention to them and makes him want to grab a new toy. At the same time as those hanging in the child’s playpen or crib, other toys (mostly new ones) are placed. They encourage the child to turn and crawl.
After 6 months, the baby begins to actively manipulate a wide variety of toys. It is necessary to offer him toys for putting in and taking out (matryoshka dolls, bowls), for stringing (pyramids), pushing (carts, cars), rolling (balls, balls). We also need so-called plot-shaped toys - dolls, bears, hares, etc.
The development of finger motor skills, which is very important for the overall development of the child and especially speech, is helped by the use of various boxes (round, square, triangular, oblong) with lids, cubes of different sizes and colors, rings of different sizes and thicknesses. We recommend such aids as “Wonderful Bag”, “Magic Lantern”, which contain various smaller toys. This encourages the child to take toys out of the bag or flashlight and look at them.
Along with the toys, 2-3 paintings and prints depicting large toys, bright fruits or any objects that the child can understand should be hung on the walls of the room in order to develop orientation in the environment and promote speech development.
An older child (after one year) needs toys to determine the shape of an object (ball, cube, pyramid, etc.), the color of the object, and its size. He must learn to select them by color, shape, size, etc.
Thematic toys are of great interest to the child: dolls, cars, toy vegetables, fruits, as well as natural materials (cones, acorns, leaves, flowers). Children are very willing to play with toy animals, birds, houses, furniture, etc. To develop the baby’s speech, you should use various children’s books, pictures, models, and filmstrips.
In order for the process of speech development in children to proceed in a timely and correct manner, certain conditions are necessary. Thus, the child must be mentally and somatically 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 development of a child allows him to constantly learn new concepts, expand his stock of knowledge and ideas about the environment. Thus, speech and its development are most closely related to the development of thinking.
In the practice of working with young children, numerous techniques have been developed with the help of which adults help the child master speech faster and more perfectly, enrich his vocabulary, and develop correct speech. Of course, the role of the most important adults, provided that a child is raised in a family, is played by his parents. In this case, the main responsibility for the child’s speech development falls on them.
In this section, we consider the basic techniques and methods that ensure the child’s speech development.
Mandatory conversation with the child from the very first days of his life is the first and most important condition and method of speech development. Any communication with a child or action must be accompanied by speech. In a family, the baby is naturally provided with an individual approach, since most of the time he is alone and the attention of the whole family is paid to him. Of particular importance is the mother’s speech, which for the child 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 particularly effective.
But the most favorable conditions for the perception and development of speech in young children are created when combination of family and social education.
A child’s stay in a children’s group, in a group, has a unique effect on the development of children’s speech. During classes, the child communicates with children, shares his impressions with them and finds in them an appropriate understanding of his speech, sympathy for his interests, and assistance in his activity. All this mobilizes the child for the further development of his speech. The influence of the children's group on the development of speech can be attributed to what is called self-learning of language.
For the successful development of children’s speech, it seems very important to influence not only hearing, but also for vision, And to touch. The child must not only hear the adult, but also see the speaker's face. Children seem to read speech from their faces and, imitating adults, begin to pronounce words themselves. To develop understanding, it is desirable that the child not only sees the object in question, but also receives it in his hands.
Storytelling- one of the techniques for developing 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.
A good technique for developing speech is looking at pictures, since speech is made visual 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 of developing children's speech and thinking is a game, which gives the child pleasure and joy, and these feelings are a strong means of stimulating the active perception of speech and generating independent speech activity. It is interesting that, even when playing alone, younger children often speak, expressing their thoughts out loud, which in older children proceed silently, to themselves.
Helps greatly in the development of speech and thinking in young children playing with toys, when they are not only given toys to play independently, but also shown how to play with them. Such organized games, accompanied by speech, turn into unique little performances that keep children so occupied and give so much to their development.
Children, from the words of adults, are able to remember and reproduce by heart what they hear. For this it is necessary repeated repetition of speech material.
Recitation and singing, accompanied by music, is also an important way of developing children's speech. They are especially successful in memorizing poems and songs, which they then recite and sing.
In addition, a means of developing children’s speech and 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” it, often retelling by heart what was read to them. Children sometimes memorize an interesting book in its entirety.
Introducing children to the world around them promotes the 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.
Thus, all of the above methods and techniques are mandatory for parents, since they provide versatile conditions for the development of a child’s speech at all stages of his growing up
One of the important factors in speech development is development of fine motor skills in children. Scientists have come to the conclusion that the formation of a child’s oral speech begins when the movements of the fingers reach sufficient accuracy. In other words, speech formation occurs under the influence of impulses coming from the hands. Electrophysiological studies have found that when a child makes rhythmic movements with his fingers, the coordinated activity of the frontal (motor speech zone) and temporal (sensory zone) parts of the brain sharply increases, that is, speech areas are formed under the influence of impulses coming from the fingers. To determine the level of speech development of children in the first years of life, the following method has been developed: the child is asked to show one finger, two fingers, three, etc. Children who are able to make isolated finger movements are talking children. Until the movements of the fingers become free, the development of speech and, consequently, thinking cannot be achieved.
This is important both for timely speech development, and - especially - in cases where this development is disrupted. In addition, it has been proven that both the child’s thought and eye 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 of speech development in children is always directly dependent on the degree of development of fine 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. Typically, a child who has a high level of development of fine motor skills is able to reason logically, his memory, attention, and coherent speech are quite well developed.
The speaker's muscular sensations from the movements of his articulatory organs are the “matter of language” in its subjective perception; in oral speech, in addition to muscle sensations, auditory sensations are added, which are present in the form of ideas (images) and when speaking to oneself (inner speech). A child who has learned to perceive this or that complex of sounds as a word, that is, who has understood it as a sign of a certain phenomenon of reality, remembers the auditory and muscular sensations of this word. Since the child does not yet know how to control his articulatory apparatus, he first learns to hear a word (speech), and then to pronounce it. However, the auditory image of the word and its “muscular” image are created simultaneously in the child; Another thing is that the “muscular” 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. Consequently, the sensory basis of speech for each person is his sensations: auditory and muscular (speech motor). According to physiologists, it is speech movements that “echo” in the brain that make the brain (certain parts of it) work as an organ of speech. Therefore, the child must be taught to articulate the sounds of speech, to modulate prosodemes, i.e., we must help him to assimilate the “matter of language,” otherwise he will not be able to assimilate 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 speech, the hand, fingers of the writing hand. But it should be noted that the fingers are not only an organ of written speech, but also influence the development of oral speech. It turns out that this role of the fingers was known (unconsciously understood) a very long time ago by talented people from the people, who in time immemorial created such children's nursery rhymes as “Ladushki”, “Magpie”, etc., in which the mother, the nanny makes the child’s fingers work (“To this I gave it, I gave it to this one,” she says, starting to finger the baby’s fingers). Experiments carried out by physiologists in recent years have confirmed the role of a child’s fingers as a speech-motor organ and explained the reason for this phenomenon.
This is how M. M. Koltsova describes an experiment carried out by employees of the Laboratory of Higher Nervous Activity of the Child at the Institute of Physiology of Children and Adolescents of the Academy of Pedagogical Sciences of the Russian Federation with children aged 10 months to 1 year 3 months with delayed speech development. Based on the position that muscle sensations from the functioning of the speech apparatus play an important role in the process of speech, experimenters suggested that children who have delayed speech development can be helped by strengthening the training of their speech apparatus. To do this, you need to challenge them to onomatopoeia. It was training, including mainly onomatopoeia, that accelerated the speech development of infants.
Plays an important role in the development of children’s oral speech their breathing is correct. Of course, speech sounds and prosodemes are formed with a certain position of the articulatory organs, but under an indispensable condition: a stream of air coming from the lungs must pass through the articulatory organs. The air stream is primarily intended for breathing; This means that the child must learn to breathe and speak at the same time. In the first years of life, this is not so easy, and here a teacher with professional knowledge should come to the aid of the child.
Studies of the speech development of twins give reason to assert that psychological rather than biological factors apparently play a larger role in their lag behind single-born children. 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 path of speech acquisition in comparison with the situation of a single-born child. The application of a communicative approach (study of dialogue, pragmatics, characteristics of speech 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 the conditions of the twin situation, which ultimately allows they go through the stages of speech development characteristic of single-born children faster or slower and demonstrate speech phenomena that are not found in single-born peers. Although there are few studies organized in this direction, they deserve closer attention.
Thus, the necessary conditions for the formation of a child’s correct speech are his good somatic health, the normal functioning of the central nervous system, speech-motor apparatus, organs of hearing, vision, as well as the early activity of children, the richness of their direct perceptions, providing the content of the child’s speech, as well as a high level of professional skills of teachers and good preparation of parents for the process of education and training. These conditions do not arise on their own; creating them requires a lot of work and perseverance; they need to be constantly maintained.
CONCLUSION
Speech is one of the main mental processes that distinguishes humans from animals.
Speech performs such basic functions as communicative and significative, due to which it is a means of communication and a form of existence of thought, consciousness, formed one through the other and functioning one in the other.
In psychology, it is customary to distinguish external and internal speech; external speech, in turn, is represented by oral (monologue and dialogic) and written speech. Also, the child’s speech is presented in certain forms in accordance with its genesis, in this case we mean various types of sensory and expressive speech.
Speaking about the stages of formation of a child’s speech, we turn to the periodization proposed by A. N. Leontiev, which includes the preparatory, pre-school, preschool and school stages. In the preparatory stage, the conditions in which the child’s speech is formed (correct speech of others, imitation of adults, etc.) are especially important. The preschool stage represents the initial acquisition of language. At the preschool stage, the child develops contextual speech, and at the school stage, conscious speech acquisition occurs.
Necessary conditions for the formation of correct speech in a child are his good somatic health, normal functioning of the central nervous system, speech-motor system, organs of hearing, vision, as well as the early activity of children, the wealth of their direct perceptions that provide the content of the child’s speech, a high level of professional skill of teachers and good training parents to the process of education and training.
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.
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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 onset of labor);
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 hereditary and resulting from gene mutations and chromosomal aberrations;
infectious and viral diseases of the mother 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, the presence of heavy metals in the environment, such as mercury, lead, the use of artificial fertilizers and food additives in agricultural technology, improper use of medications, etc.), affecting parents before pregnancy or the mother during pregnancy, as well as on the children themselves in the early periods of 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 herself (for example, the desire to terminate the pregnancy, negative or anxious feelings associated with 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 relationship between a pathogenic factor and impaired development can be not only direct, but also indirect.
