Khokhlina О.P., Synyov V.M. - On the problem of psychological substantiation of the principle of consciousness in teaching students with mental disabilities

Contact: KHOKHLINA Оlena, Grand PhD of рsychology, Professor, Professor of the Department of Aviation Psychology of the National Aviation University, Kyiv, Ukraine. In the sphere of scientific  interests: Theoretical-methodological problems of general, special psychology and pedagogy; problem of correctional development of children with intellectual development disorders;

SYNYOV Victor, Grand PhD of pedagogy, Academician of the National Academy of Pedagogical Sciences of Ukraine, Professor of the department of psychocorrectional pedagogy and reabilitology at the Mykhailo Drahomanov Ukrainian State. In the sphere of scientific interests: the problem of correctional and educational influencе on a personality in the conditions of penitentiary institutions for person with asocial behavior; personality development of a child with special educational needs in an integrated, special, inclusive training and education.

One of the most important principles in the education of students with mental disabilities is the principle of consciousness in teaching or consciousness and activity. Its importance is enhanced by the task in correcting the development of children in this category. A condition for the effective pedagogical implementation of this principle is to strengthen its psychological substantiation. Based on the theoretical study of the problem, it has been found that adherence to the principle of consciousness in teaching children with mental disorders, the essence of which is the formation of conscious learning in children, involves the implementation and mastery of purposeful educational and practical activities; formation of mental actions that directly ensure the process of awareness as comprehension and understanding of the material on the basis of highlighting the most essential for the method of solving the educational and practical task; formation of
verbal mediation of activity – the ability verbally to name understood essence that is, the most essential for the task performance; to apply the realized in practice - in the performance of activities, its regulation, etc. Understanding these components of the formation of conscious learning is considered as the psychological basis for the pedagogical implementation of this didactic principle, which is based on the interpretation of the psychological content of consciousness and the process of awareness. The formation of conscious learning in schoolchildren according to the identified components makes it possible to logically build pedagogical support for the implementation of the principle of consciousness and activity in teaching - a special organization of both teaching and learning of children, using appropriately selected methods, content and forms of  teaching, in order to achieve both educational and developmental effects. A necessary condition for such a pedagogical process is to take into account the fact that a child can realize his activity only in a situation where it is necessary to do so.

Key words: principle of consciousness of teaching, principle of consciousness and activity, consciousness, process of awareness, students with mental disorders.