Topic: Causes of deviations in development.

Conditions for the normal development of the child.

Biological factors of deviations in development.

Socio-psychological factors of deviations in development.

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.

- 1 –

Factor- the cause of any process, phenomenon (Modern Dictionary of Foreign Words. - M., 1992, p. 635).

There are many types of influences that affect the occurrence of various deviations in the psychophysical and personal-social development of a person. And before characterizing the causes leading to deviations in development, it is necessary to consider the conditions for the normal development of the child.

These 4 basic conditions necessary for the normal development of the child were formulated by G.M. Dulnev and A.R. Luria.

First the 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 - "the safety of the sense organs that ensure the normal connection of the child with the outside world."

Fourth condition - systematic and consistent teaching of the child in the family, in kindergarten and in a 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 entire child population at different 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;

index of damage to brain structures.

By the time of exposure, pathogenic factors are divided into:

prenatal (before the onset of labor);

natal (during labor);

postnatal (after childbirth, and taking place in the period up to 3 years).

According to clinical and psychological materials, the most gross 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, 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, food additives in agricultural technology, improper use of medicines, etc.) that affect 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 somatic health of the mother, including malnutrition, hypovitaminosis, tumor diseases, general somatic weakness;

hypoxic (oxygen deficiency);

maternal toxicosis during pregnancy, especially in the second half;

pathological course of labor activity, especially accompanied by traumatization of the brain of the newborn;

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.

- 3 –

Pathogenic factors biological in nature do not exhaust the circle of causes of deviations in development. Socio-psychological factors are no less diverse and dangerous.

Social factors include:

early (up to 3 years) environmental impacts;

current environmental impacts.

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 associated with future motherhood, etc.);

prolonged negative experiences of the mother, the result of which is the release of anxiety hormones into the amniotic fluid (this leads to fetal vasoconstriction, hypoxia, placental abruption and premature birth);

strong short-term stresses - shocks, fears (this can lead to spontaneous miscarriage);

the psychological state of the mother during childbirth;

separation of the child from the mother or persons replacing her, lack of emotional warmth, poor sensory environment, improper upbringing, callous and cruel attitude towards the child, etc.

If factors of a biological nature to a greater extent constitute the field of interests 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 abnormalities. On the other hand, pathogenic conditions differing in nature can cause the same forms of disorders. This means that the causal relationship between the pathogenic factor and impaired development can be not only direct, but also indirect.

child development conditions
» which influences the formation of personality.

The mental development of a child is a complex process, which is based on a specific and genetic program, which is realized under conditions of constant change in environmental factors. Mental development is closely related to the biological properties of the body, its hereditary and constitutional features, innate and acquired qualities, the gradual formation of the structure and function of various parts of the central nervous system.

Normal mental development, namely the conditions for the development of the child, has strictly defined stages that the child must go through. If some stage is not completed properly, then in the future the human psyche will not compensate for this loss, and development will go according to a deficient type. All stages of human mental development have their own characteristics.

The foundations of mental activity are laid in the first year of life. The perception of various stimuli, contact with the outside world are of great importance for an infant. There is an opinion that at this time there is a so-called primary training. If the child does not receive enough information at this stage, the further assimilation of skills becomes noticeably more difficult. And this, of course, affects in a certain way the conditions for the development of the child. However, this does not mean that it is necessary to force the mental development of the child.

In the first year of life, the child is very closely connected with the mother. Which is quite natural. But this connection should be, so to speak, very dosed. The mother should be next to the child, this is the normal conditions for the development of the child, but at the same time not interfere with his free development. After all, in the first year of life, a child will have to go through the longest, most intense and most difficult way of learning about the world around him. During this period, he gradually manifests an increasing craving for freedom, but at the same time, the baby still really needs the closeness of his mother. In an effort to separate, he constantly comes back.

There are prerequisites for normal mental development. They are determined by various factors: body size and shape, growth and maturation rates, health status, and many others. The embryo and fetus are particularly sensitive in terms of the influence of these factors.

There are some known causes of serious disorders in the development of the embryo and fetus, the conditions for the development of the child, namely: abnormal division of chromosomes, placental insufficiency, viral and initial infectious diseases of the fetus, metabolic disorders resulting from maternal diseases, Rhesus conflict, the influence of ionizing rays, the influence of certain drugs, toxic drugs, which directly affects the psychosomatic development of the child in the future.

The reality surrounding him (family, social and living conditions, etc.) can be considered a condition for the mental development of a child. Conditions are determined by social and biological factors. What is understood by the term social factors is related to the direct influences to which the organism is subjected during development (from birth to full maturity) and on which the realization of heredity depends.

Young inexperienced parents raising their first child, literally after the first month, begin to actively look for answers to the following questions: when he does, speaks, how to develop fine motor skills, what should be the conditions for the development of a child in a family so that he develops correctly? And many others. And if suddenly something goes behind (or ahead of) the generally accepted norms, they begin to worry. In most cases, avoiding this is not difficult, it is enough to create the necessary conditions for this. We'll talk about this.

What should be the conditions for the development of young children

It is really not difficult to create conditions for the normal development of a child. Just to begin with, let's define what it is to talk about the same things. Specialists under favorable conditions for the development of the child in the family understand such an organization of the living space of the baby, which will stimulate its development. But that's in theory, but how about in practice?

We create conditions for the normal development of a child 0-6 months

The first thing to ensure is the availability of as many as possible of the most diverse objects in shape, color, material and texture. Of course, they all need to be safe. Even if the baby still cannot reach most of them, but he can and should be helped. Lay it on the floor more often, and help a little 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 wear it, air baths will only benefit the child.

Such laying out on the stomach will significantly expand the view of the baby, will allow you to see how many interesting things 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 items. So a glasses case or a strainer can keep your little one busy 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 development of the child. Now he has an increased need for physical activity and the development of 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 the child spend more time on the floor. So he will quickly learn to crawl, sit down, roll over, get up, holding on to something. Of course, at first you will have to constantly help and support him, but the baby learns quickly. It seems that yesterday he was only making his first attempts to stand on his feet, and already 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. The period of destruction must be present, because at this time there is an active development of the child's thinking. He learns to compare, establishes cause-and-effect relationships (I quit - my mother picked it up).

Instead of limiting the child and punishing for another damaged thing, offer him games related to destruction. Build turrets out of cubes and let them break, let them tear apart an old newspaper. Tie toys that you take for a walk to strings so that they do not fall into the mud. As a result, the child will get what he wants, and you will get by with minimal or no losses.

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, the baby begins to poke his fingers into various holes, while greatly frightening his parents. So, in order for such behavior not to develop into an obsession (for example, sticking a finger into a socket), you need to create conditions that help it outgrow it faster. So take care of the availability of appropriate toys or come up with something from improvised means.

Within the framework of one article, it is difficult to consider all aspects of creating conditions for the development of young children, but the main idea, I hope, is clear. You can get additional information from the following materials: and.

The external environment has a direct impact on the vital activity of any, primarily growing, organism. The state of health of a child largely depends on the microclimate of the room where he is constantly located, the purity and freshness of the air, the quality of the clothes that come into contact with his skin, the furniture that he uses, etc.

Let's talk in more detail about the set of measures that will achieve good results in the development and upbringing of the baby.

Room. Even before the birth of a child, it is necessary to allocate and equip a children's room or a corner in the most illuminated part of the room, freeing it from unnecessary items. This will make it easier to clean and keep clean.

The air temperature in the room for a newborn child should be at least 22 ° C. For this, in the cold season, it is sometimes necessary to install additional heating devices. However, it is not recommended to raise the air temperature above 23-24 ° C, as this can lead to overheating of the child and reduce his resistance to colds. For older children, the air temperature should be lower: for babies up to a year - within 20-22 ° C, and for children older than a year, given their greater physical activity, 18-19 ° C.

Regardless of the time of year in the room where the child is located, it is necessary to open wide access to fresh air. 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 a child, and then with him). In the summer, keep the windows open all day, and if possible at night.

In the room where the child is placed, it is forbidden to wash and dry diapers and linen, it is strictly forbidden to smoke. Floors, windows, doors and furniture should be wet cleaned daily.

Children's furniture, clothes, shoes. For a child, a crib with side mesh or slatted walls is needed. It must have a hard bottom. The mattress is also recommended hard - from horsehair, sea grass, hay. You should not use mattresses made of fluff 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 pillow is not placed for a child under one year old, so as not to cause a curvature of the spine due to an incorrect posture in the crib. For older children, you can make a small, flat pillow out of seagrass or bird feathers. It is recommended to put a thick plywood sheet covered with a flannel blanket and oilcloth in the baby's crib during wakefulness. The playpen is very convenient, where the child can move and play more actively.

Children older than a year need special furniture: a chair for feeding, a children's table, a children's high chair, a cabinet for toys. All children's furniture should be light, comfortable, well hygienic. As the child grows, it is necessary to purchase furniture of larger sizes or to adapt the existing one accordingly.

The baby should not be left in the crib or playpen all the time. Starting from the age of 7 months, it should be lowered to the floor, creating conditions for the development of movements. To this end, 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 easily washable oilcloth. In such an impromptu arena, you can put a gurney, a smooth or sheathed with oilcloth log, a large ball. All this stimulates the active movements of the child - crawling, standing up, stepping over. For older children (from 10-11 months old) it is recommended to make a small slide with a ladder and a ramp, a bench, a Swedish ladder.

It is advisable for young children to sew clothes from hygroscopic, well-washable materials (cotton, linen, wool), and materials with an admixture of synthetic fibers are allowed for coats, jackets, and overalls. It should correspond to the child's age, season, air temperature, protect both from 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 on his own.

Infants are recommended undershirts (chintz or knitted and flannel), flannel blouses with long sleeves, sliders (chintz, flannel, knitted), and later tights. At an older age (after a year) - underwear made of cotton fabric and knitwear (panties, T-shirts, T-shirts), dresses or shirts made of chintz, flannel, knitwear, tights (in a warm room and in summer - socks), shorts made of cotton or woolen fabrics. In a cool room, the baby can be dressed in a woolen dress or trousers, a woolen blouse.

In order to provide the child with freedom of movement in the cold season, overalls with a woolen blouse and leggings are recommended for walking. For walking and sleeping outdoors for a child of the first year of life, it is very convenient to use a sleeping bag that does not restrict breathing and allows the baby to take a comfortable position.

The head of a child of even the youngest age indoors should be kept uncovered. On the street in the summer you can wear a light cap (in case of wind or exposure to the sun), older children - a panama hat or a cap with a visor. In the cold season, we advise you to wear a cotton scarf and a woolen hat, and in frosty weather - a fur one.

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 get up and cross at the barrier, he should wear leather shoes with a hard back and a small heel (0.5-1 cm), and not soft booties or socks alone, 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 up to 1 cm.

To prevent the child's feet from overheating, he should not wear warm slippers indoors, and especially felt boots, as well as rubber shoes. Rubber boots can only be used for walking in wet weather. 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). It is a good hardening agent and one of the methods for the prevention of flat feet.

It is advisable to choose clothes and shoes for a child in beautiful, bright colors. This gives him new visual impressions, increases his emotional tone, and is one of the moments of aesthetic education.

Children's underwear, clothing and footwear should be stored separately from adult clothing. Wash children's underwear and clothes also separately, without using washing powders, as this can cause allergic reactions. The linen of children of the first year of life is washed only with baby soap, they must be boiled. Dried linen (it is better to dry 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 pathogenic microbes. Boiling and ironing reliably disinfect diapers.

Items for child care. The child of the first months of life needs especially careful care. At this age, any environmental disturbances can lead to serious diseases.

Items and means of caring for a 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, undershirts 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 bedside table.

To care for the child's skin and mucous membranes, you need to have cotton wool, gauze wipes or bandages, which must be new, 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 the skin of a child in order to prevent diaper rash is performed with baby cream or sterile vegetable oil (olive, sunflower, corn), which must first be boiled and stored in a special vial.

To bathe a child, you need a baby bath, a water thermometer, a soft sponge or a mitten from a baize, baby soap, a jug for pouring over the child at the end of the bath. It is desirable to lay a child in the first months of life on a special cloth hammock stretched over a wire base, with the help of which the child is given a semi-recumbent position in the bath.

The child is washed away after each urination and bowel movement, using a small basin and a jug for this. In the presence of hot water, you can wash the child under the tap, carefully adjusting the temperature of the water.

The nails on the hands and feet are cut with specially designed scissors with rounded ends, combed with a separate comb. These items should not be used by anyone.

It is very important to observe special cleanliness when storing teats and pacifiers. They should be placed in boiled glass jars with well-sealed lids. These jars should be boiled at least 2 times a week. Teats boil after each use.

It is necessary to have in stock several sterile graduated bottles (purchased at the pharmacy) - for water, expressed breast milk, juices, etc. Bottles, like nipples (pacifiers), after each use should be thoroughly washed and boiled.

Care items such as an enema bottle, gas tube, eye dropper, nasal dropper should also be stored in separate closed clean glass jars.

When the child is 6 months old, parents should persistently teach the baby to use the potty. However, it is impossible to forcibly put a child on a pot, as this causes a negative reaction and delays the development of the necessary skill. If the child can sit up on his own, it is very convenient to use a special chair for planting.

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 allocated a special glass for rinsing the mouth after eating.

Toys. The correct selection of toys is of great importance for the neuropsychic development of the child. The toy becomes the first and main means by which the baby learns the environment, gets acquainted with the color, shape, volume and other properties of various objects, learns to manipulate them. Toys largely contribute to the development of active movements of the child, the development of his speech, thinking. They should be selected in accordance with the age and individual characteristics of the child, his tastes, inclinations.

From the first weeks of life, the child develops the basics of binocular (two eyes) vision, which allows you 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 the eyes of moving large and bright objects. 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, at a distance of about 70 cm above the baby's chest, a bright large toy should be hung for viewing. The same large and bright toys (balls, large pyramids, dolls, a bear, etc.) should be placed in different places of the room near the crib (put on a shelf, attach to the wall). Periodically, pendant toys are changed using other, different shapes, colors. 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, the 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 grip. This tactic aims to develop the child's ability to feel and pick up various objects. However, it is necessary to leave large toys for consideration.

A child aged 5-6 months in a crib or playpen needs to hang several toys of various shapes, colors and textures (balls, bells, ribbons), which are fixed on one common cord so that the baby, pulling one captured object towards him, causes moving others. Such movement and sound of other toys switches the child's attention to them and makes him want to grab a new toy. Simultaneously with those suspended in the playpen or the child's crib, other toys (mostly new) are placed. They stimulate the child to turn, 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 (matryoshkas, bowls), for stringing (pyramids), pushing (carts, cars), rolling (balls, balls). We also need the 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. Recommended aids such as "Wonderful Pouch", "Magic Lantern", in which various smaller toys are invested. This encourages the child to take toys out of the bag or flashlight and examine them.

Simultaneously with the toys on the walls of the room, you should hang 2-3 paintings, prints depicting large toys, bright fruits, or any objects understandable to the child in order to develop orientation in the environment and promote the development of speech.

An older child (after a 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.

Of great interest to the child are plot toys: dolls, cars, toy vegetables, fruits, as well as natural material (cones, acorns, leaves, flowers). Children are very willing to engage in toy animals, birds, houses, furniture, etc. For the development of the baby's speech, various children's books, pictures, models, filmstrips should be used.

(according to G.M. Dulnev and A.R. Luria):

1 ESSENTIAL 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 disturbed, the implementation of complex forms of analysis and synthesis of incoming information is difficult; the interaction between the blocks of the brain 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- "the safety of the sense organs that ensure the normal connection of the child with the outside world."

4 CONDITION- systematic and consistent teaching of the child in the family, in preschool and educational school.

It should be noted that the most general patterns, found in the mental development of a normal child, are also traced in children with various mental and physical disabilities.

For the first time this position was noted by a doctor and psychologist G.Ya.Troshin in his book Anthropological Foundations of Education. Comparative psychology of abnormal children”, published in 1915. Then this was repeatedly emphasized L.S. Vygotsky.

These patterns, first of all, include a certain sequence of stages in the development of the psyche, 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 training in mental development.

These and other specific manifestations of the commonality of normal and disturbed development were clearly identified in the studies of L.V. Zankov, T.A. Vlasova, I.M. Solovyov, T.V. Rozanova, Zh.I. period from 1930 - 1970s. These psychologists and their collaborators showed that the main laws governing the development of perception, memory, representations, thinking, and activity, established in the study of a normally developing child, apply to both the deaf and the o/o.

Comparative studies covering several types of impaired development since the 1960s. started to be carried out in other countries. In the USA there were studies by S. Kirk, H. Furt; In the UK - N.O. Connor and others. In all these studies, regularities were established, both common to persons with developmental disabilities and normally developing, and peculiar only to 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 discover what exists and occurs in a hidden and complicated form under conditions of normal development.

One of the first GENERAL REGULARITIES OF DEFECTIVE DEVELOPMENT in relation to various types of mental dysontogenesis were formulated by V.I. Lubovsky. THE MAIN THESIS is the evidential postulation of the presence

3 HIERARCHICAL LEVELS OF REGULARITIES

DEFECTIVE DEVELOPMENT:

I LEVEL - patterns inherent in all types of dysontogenetic development.

II LEVEL - patterns characteristic of the group of dysontogenetic disorders.

LEVEL III - specific patterns inherent in a particular type of dysontogenesis.

From the point of view 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 are actually more general in nature and can be traced in the development of children belonging to several types of impaired development. Thus, comparing the characteristics of children belonging to one type of developmental disorder with the norm is clearly not enough, because. does not make it possible to identify the specific signs of a given defect, to discover patterns of development that are only inherent in it.

L.S. Vygotsky considered such shortcomings as blindness, deafness, u / o. He noted that the causes that cause them lead to the emergence of a basic violation in the field of mental activity, which is defined as - PRIMARY VIOLATION. The primary violation, if it occurs in early childhood, leads to peculiar changes in the entire mental development of the child, which is manifested in the formation SECONDARY AND SUBSEQUENT ORDER in the field of mental activity. All of them are caused by a primary violation and depend on its nature (on 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 singled out by L.S. Vygotsky in the early 1930s as a general pattern of abnormal development.

2) According to L.S. Vygotsky, the second regularity is - DIFFICULTIES OF INTERACTION WITH THE SOCIAL ENVIRONMENT and disruption of communication with the outside world all children with developmental disabilities.

Zh.I. Shif formulates this pattern as follows: common to all cases of abnormal development is that the totality of the consequences generated by the defect manifests itself in changes in the development of the personality of the abnormal child as a whole. The author also notes that in children with developmental disabilities of all categories, there are violations of speech communication, although they manifest themselves in varying degrees and forms.

3) VIOLATIONS OF RECEPTION, PROCESSING, PRESERVATION

AND USE OF THE INFORMATION.

As experimental neurophysiological and psychological studies show, any pathology disrupts the "decoding" of the surrounding world. Depending on the specifics of the deviation, various parameters of the surrounding reality are distorted.

4) DISTURBANCE OF SPEECH MEDIATION.

Even L.S. Vygotsky put forward the position that from about 2 years old, speech begins to play a DEFINING ROLE in the further development of all mental processes. Of particular importance is the FORMATION OF THE REGULATORY FUNCTION OF SPEECH, which is inextricably linked both with the development of the actual speech function and the frontal parts of the brain as the BRAIN BASIS OF VOLUNTARY.

Neurophysiological studies show that the DELAY IN THE MATURATION OF THE FRONTAL STRUCTURES is a common pathogenetic characteristic of a number of dysontogenies, such as u / o, mental retardation, RDA, etc. With all deviations of mental development, a DIVERGENCE OF NON-VERBAL AND VERBAL BEHAVIOR is observed to a greater or lesser extent, which makes it difficult to normal development of the child and requires the use of special methods of his upbringing and education.

5) LONGER FORMATION TIME

REPRESENTATIONS AND CONCEPTS ABOUT THE ENVIRONMENT

REALITY.

Any kind of dysontogenetic development is characterized by a violation of the normal mental reflection of reality, a complete or partial loss of "mental tools": intellectual abilities are reduced, or social inadequacy is revealed, or any type of information (visual, auditory, visual-auditory, effective) about the surrounding reality falls out .

In order for a child with a particular developmental pathology to form as complete and adequate ideas about different aspects of the surrounding reality, as happens in normally developing children, longer periods and special methods are certainly needed.

6) RISK OF STATES OF SOCIO-PSYCHOLOGICAL DISADAPTATION.

The problem of interaction between the individual and the environment is extremely important in the analysis of the process of mental development. In solving this problem, the analysis of not only the activity of the individual, but also the features of its adaptation, occupies a special place.

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, with the accompanying increase in juvenile delinquency.

The system of specialized assistance to children with various forms of mental underdevelopment, developed and created by the efforts of domestic speech pathologists, has achieved significant success in solving the problems of diagnosing and correcting cognitive impairments in childhood. However, to a much lesser extent, attention was paid to the study of the GENESIS AND SPECIFICITY OF PERSONAL PROBLEMS, which inevitably arise in these children IN THE PROCESS OF SOCIALIZATION. Meanwhile, it is precisely this kind of problem, focusing in itself a complex combination of organic and social factors of a child's development, that takes shape in various phenomena of 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 with the importance that has been 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 domestic conditions (for example, the presence of ramps for wheelchair access) and socio-psychological conditions - the readiness of the nearest social environment to interact with such people.

THE CONCEPT OF A.R. LURIYA and his followers ABOUT BRAIN

BASES OF ORGANIZATION OF A HOLISTIC MENTAL

HUMAN ACTIVITIES- is a methodological basis for identifying the very fact of deviation from normal ontogenesis, the structure of the deviation, determining the most disturbed and intact brain structures, which must be taken into account when organizing the correctional and pedagogical process.

AGE SYMPTOMS:

EVERY AGE leaves its mark on the NATURE OF RESPONSE IN THE EVENT OF PATHOGENIC IMPACT:

1) SOMATOVEGETATIVE (from 0 to 3 years old)- Against the background of the immaturity of all systems, the body at this age reacts to any pathogenic effect with a complex of somatovegetative reactions, such as general and autonomic excitability, fever, sleep disturbance, appetite, and gastrointestinal disorders.

2) PSYCHOMOTOR LEVEL (4- 7 years) - intensive formation of the cortical sections of the motor analyzer, and in particular the frontal sections 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 - adverse traumatic relationships in the family, reactions to addiction to children's educational institutions, unfavorable interpersonal relationships.

3) AFFECTIVE LEVEL (7-12 years old)- the child reacts to any harmfulness with a noticeable affective component - from severe autism to affective excitability with phenomena of negativism, aggression, neurotic reactions.

4) EMOTIONAL-IDEATOR (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 symptomatology of each age level of response does not exclude the occurrence of symptoms of previous levels, but they, as a rule, occupy a peripheral place in the picture of dysontogenia. The predominance of pathological forms of response, characteristic of a younger age, indicates the phenomena of mental retardation.

The reactions listed above are an exacerbated form of a normal age-related response to a particular harmful effect.

IN 2. MAIN MECHANISMS OF APPEARANCE

FAULTS IN PSYCHOPHYSICAL

DEVELOPMENT.

In 1927 SCHWALBE He was the first to introduce the term "dysontogenesis" to denote deviations in the intrauterine development of the organism. V.V. Kovalev (1985) uses the concept "MENTAL DYSONTOGENESIS”, applying it to disorders of mental development 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 refer to 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 the so-called NON-PROGREDIENT DISEASE CONDITIONS (the non-progressive nature of disorders means the absence of aggravation of the primary defect underlying mental underdevelopment), a kind of malformation that obeys the same laws as normal development, but represents its pathological modification, which makes it difficult to fully psychosocial development of a child without appropriate special psychological and pedagogical, and in some cases medical care.

In the works of psychiatrists, II MAIN TYPES OF MENTAL DYZONTOGENESIS ARE DISTRIBUTED:

1) retardation, 2) asynchrony.

Under RETARDATION- refers to the 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 individual mental functions. The neurophysiological basis of partial retardation is a violation of the pace and timing of the maturation of individual functional systems.

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 pace and timing of the maturation of others. This becomes the basis for the disharmonious development of the psyche as a whole.

ASYNCHRONY should be distinguished from PHYSIOLOGICAL HETEROCRONY- i.e. differences in maturation of cerebral structures and functions, which is observed during normal mental development.