Features of diagnostics and correction of psychomotor development of preschool children with intellectual disorders in physical education classes

Contakt: Simko Alla, PhD, senior lecturer in speech therapy and special techniques Kamianetz-Podilskiy Ivan Ohienko National University, Kamianetz-Podilskiy, Ukraine.

The article deals with the features of diagnostic and correction of psychomotor development of children of preschool age with intellectual disorders in physical education classes are considered. The theoretical analysis of scientific researches concerning the problem of psychomotor activity of children with intellectual disabilities is conducted. It is determined that the psychomotor capabilities of children with intellectual disabilities depend on the peculiarities of the development of a number of mental functions: muscular-motor sensations, sensomotor processes, etc. The groups of tests developed by various authors for diagnostics and correction of psychomotor development of children with intellectual disabilities are suggested. There are two methods used for psycho-corrective work with children with deviations in development, the first one is actually cognitive methods aimed at the formation of higher mental functions and the elimination of difficulties in cognitive activity. The second is the methods of psychomotor correction, which removes muscle clamps, help to realize the bodily analogues of their problems, promote the use of nonverbal components of communication, improve the mental state of the individual and indirectly affect the psychological cognitive processes. Actually, these two approaches from the positions of psycho-correction reveal to us the main psychophysical problem of the correlation of the soul and body. It is proved that the acquisition of preschoolers by new methods for their correction of psychomotor training enables them not only to intensify the skills they possess, but also to form new actions, to develop certain mental and motor qualities. Increasing the scope of tests of psychomotor capabilities will not increase their reliability; will simply add information all about new and new psychomotor quality. In addition, an increase in the number of identical tasks will cause the effect of training, and a significant number of psychomotor functions will quickly change for their multiple execution. The program physical education for children with intellectual disabilities in the preschool age has a positive effect on the correction of their psychomotor by individual factors. The above suggests that such combination of combinations will allow improving the coordination of movements with the widest amplitude of psychomotor actions.

Key words: diagnostics, correction, psychomotor development, children of preschool age, violations of intellect, physical education.