The development of psychomotor skills is especially important in primary school age. This is an important period in the formation of the baby’s life resource, the formation of his sociality, the development of social relationships, the development of personal parameters, the enrichment of worldview.
Important aspects of the problem
Psychomotor disorders are most often characteristic of those children who are behind their peers in mental development. Unfortunately, far from all of them attend preschool institutions, therefore, before entering school they do not receive special corrective support.
Among the numerous functional abnormalities of health, the most severe developmental defect is mental retardation. New educational standards developed for children with disabilities imply the full implementation of individual learning.
Psychomotorics is the involvement of kids in the game to acquire the necessary skills. The tasks of individualization and humanization of the educational and educational process of children with intellectual disabilities require the teacher to select special techniques.
Subdivision
All types of psychomotorics are associated with the motor field (the field of application of muscle effort), the sensor field (the field of information acquisition for the implementation of muscle effort), and the mechanisms of its processing. Its implementation requires mechanisms for processing sensory information and the formation of motor acts.
Psychomotorism is the body's response to a sensory signal. Three types of reactions are distinguished:
- simple (instant response to a familiar signal);
- complex (an action is created when you select it from several possible options);
- sensorimotor coordination (complex movements on a changing sensorimotor field).
Psychomotorism is a complex system within which there are sensory-speech and ideomotor. Recent processes are involved in the creation of automated techniques in the framework of professional activities. Sensory-speech reactions are a verbal response to input signals.
Program relevance
How should psychomotorism be formed? Classes are held according to a special program compiled on the basis of the theory of L. S. Vygotsky (on the laws of normal and abnormal development of the child), the specifics of the defect and how to eliminate it, and a differentiated and individual approach.
The goal of the program is to optimize the mental development of babies with certain deviations from normal development.
Tasks
The program "Psychomotorics" involves solving the following problems:
- The formation on the basis of the activation of the sense organs of the normal perception of objects and phenomena of surrounding reality in the sum of their properties.
- Correction of deviations in cognitive activity through targeted and stable education in children of a normal perception of size, design, color, and specific properties of objects.
- Creating spatial and temporal landmarks.
- The formation of voice and auditory coordination.
- Filling the vocabulary with new words.
- Correction of problems in motor skills, modernization of visual and motor coordination.
- Inoculation of accuracy and focus of actions and movements.
Features of work
Psychomotor and sensory processes are formed within the framework of a certain algorithm:
- The formation of ZUN sensory standards.
- Training in the use of perceptual (special) actions that are needed to determine the qualities and properties of an object.
Activity Description
Psychomotorism is an important issue. From the integrity of children's perception of information depends on their orientation in the world of objects. Indifference, slowness, minimal perception, problems with analytical and synthetic activity, lack of memory - all this is characteristic of children with serious intellectual disabilities. The sensory development of such a baby is significantly behind the level of development of healthy peers.
Due to the malfunctioning of the search function and the slowing down of the processing of information received through the senses, there is an incomplete recognition of the material offered to the child. The sensory development of a baby with disabilities is seriously lagging behind, it is uneven.
An important condition for normal orientation in the world of objects is a holistic perception. Psychologist I. M. Solovyov notes that for “special” children, multi-subject areas appear in the form of “little-subject” ones, since they lose sight of many small details. Children with disabilities much later than their peers distinguish between shades and colors, it is difficult for them to remember intermediate tones. They understand plot scenes superficially, therefore they often show aggression. The guys get tired quickly, are characterized by low working capacity, minimal coordination.
Search actions are characterized in children with intellectual insufficiency by randomness, impulsivity.
The teacher should include the child in individual work, preserving all stages of mental development. Despite the fact that for children with disabilities, the possibilities of developing intelligence are limited, correctional education is built in the form of a progressive process.
Important points
Domestic psychologists noted that it is necessary to take into account the reaction of children to help from adults. Due to the minimal memory, narrow perception of information, a mentally retarded child learns the world around with difficulty. It is necessary to teach him the peculiarities of observing objects, the rules for establishing relationships between the properties and qualities of objects. Having determined for himself some sensual measurements (sensory standards), the child will be able to generalize, compare individual objects, make simple conclusions.
The program provides for the assimilation of sensory standards - a combination of the color spectrum, geometric shapes, quantities. As a prerequisite for the development of cognitive activity of children with mental retardation, the modernization of the functioning of all versions of the analyzers: auditory, visual, taste, tactile, motor, olfactory, acts.
For the development of the sensory system, such children need to ride, stroke, touch the item (apply sensorimotor actions). Only in this case can we count on the dynamics in development. To do this, the program includes tasks related to training in coordination skills, improving motor skills.
To summarize
Serious deviations in the development of speech are also characteristic of children with disabilities, therefore, the teacher uses methods that correct the perception of the material in correctional classes: shows objects, makes stimulating remarks, guides children with questions, creates problem situations, uses games. The teacher pays special attention to the formation of activity planning skills, control of the work done, and a report on its completion.
The program involves the upbringing and development of children in various activities: art, games, applications. The duration of classes should not exceed 40 minutes (depending on the individual and age characteristics of the children).
The program is being built taking into account the specific features of emotional and cognitive activity, the capabilities of students. Correctional work is carried out through the organization of musical rhythmic, subject-practical, visual activity, design, various games and exercises. The first stage involves a survey, identifying serious problems. The second stage is to differentiate schoolchildren into groups depending on their intellectual abilities. The third stage is remedial exercises conducted on the basis of a calendar-thematic plan.
A teacher working with "special" children draws attention to the selection of the pace of their mastery of programs in various subject disciplines (Russian language, mathematics, physical education). For each child, their own developmental trajectory is compiled.