S
OUTH
KAZAKHSTAN STATE PEDAGOGICAL INSTITUTE
FACULTY OF ELEMENTARY EDUCATION AND PEDAGOGY
The department of preschool education and defectology
Lectures of discipline «Clinical features of children with disabilities»
Shymkent, 2016
Lecture 1. The value of discipline.
Objective: The relevance of the study course. Course objectives: develop a certain level of education, cognitive interests, intellectual and creative abilities in the process of studying the discipline, allowing to solve problems in the field of professional and social activities.
Plan:
1. Subject and tasks " Clinical features of children with disabilities."
2. The general pattern of growth and development of children with disabilities.
Children with disabilities - children with various deviations of mental or physical plane, who are responsible for violations of the overall development, not allowing children to enjoy a full life. Synonymous with this concept may make the following definitions of these children, "children with problems", "children with special needs", "atypical children", "children with learning difficulties", "abnormal children", "exceptional children".
Subject "Clinical features of children with disabilities" defines the concepts about normal psychological and physical development of the child, the various etiopathogenic mechanisms in the development of abnormalities. Much attention is paid to the hereditary diseases, early childhood diseases, various diseases of the nervous system. The course aims to help students in creating a framework for learning and majors in learning the basics of clinical developmental disabilities.The study of theoretical and practical knowledge of preschool children in the future will contribute to the implementation of work on strengthening health and physical maturation.
The purpose of the discipline - development of a certain level of education, cognitive interests, intellectual and creative abilities in the process of studying the discipline, allowing to solve problems in the field of professional and social activities.
Objectives of discipline:
-provide students with an enrollment of children belonging to the category of "children with disabilities";
-familiarize with the ontogenesis of children in health and children with disabilities;
-to teach students methods of examination of children with disabilities;
- introduce theoretically and in practice, with clinical symptoms of various diseases;
-form the theoretical basis for the further perception of essential medical and biological and clinical knowledge.
At the end of the course the student must know:
-peculiarities of development of children at different ages;
-methods of examination of children with disabilities;
-clinical signs of disease, leading to abnormalities in development;
-etiology and pathogenesis of abnormalities in the psychomotor development.
-peculiarities of development of children at different ages;
-methods of examination of children with disabilities;
-clinical signs of disease, leading to abnormalities in development;
-etiology and pathogenesis of abnormalities in the psychomotor development.
be able to:
- apply knowledge of anatomy, physiology and hygiene in the study of the professional modules and professional activities;
- evaluate the environmental factor in terms of their impact on the functioning and development of the human body as a child;
- carried out under the supervision of health professional interventions for the prevention of diseases of children;
- ensure compliance with hygiene requirements in the office, in the organization of preschool education;
- to take into account features of the physical working capacity and patterns of change different time intervals (academic year, quarter, month, week, day, employment) for the design and implementation of educational and educational process. - carry out a psychological examination of children in order to determine the progress of mental development, compliance with the age requirements;
- differential diagnosis to determine the type of developmental disorders;
- formulate a psychological detention;
- own methods of counseling parents and teachers on the issue of training, development, life and professional self-determination of children and adolescents;
- psycho prophylactic own methods of work aimed at preventing secondary deviations in the intellectual and personal development of children and adolescents, as well as to create a favorable psychological climate in educational institutions, the family;
- psychological support of the process of education of children with disabilities;
- use of modern psychological and pedagogical technologies;
- psychological support of the learning process of children with disabilities;
- use of modern scientific and reasonable and the most appropriate techniques and psycho-methods of work;
- implementation of a student-centered approach to education and development of children.
Competencies:
- according to international and national laws to protect the rights of children with and their families;
- understanding the importance of their future profession, professional motivation to do, to be able to take a look at the empathy of persons with disabilities.
- collection, analysis and information systematize in professional activities;
- design information activities about the problems of education;
- organizational and methodological:
- The structure, content and significance of the innovation processes, teaching techniques and educational processes in the field of special and general education;
- The main prospects and directions of development of pedagogical sciences and special education;
- Characteristics and value of professional activity;
- Theory and practice of special education in historical perspective;
- Analysis of the trends and status of vocational education;
- Objectives, principles, object of education;
- Characteristics and composition of the pre-school education process;
- Analysis of the scientific basis of pre-school education.
Questions:
The relevance of the course.
Course objectives
Interconnection with other disciplines
Basic concepts of the discipline
Lecture 2. The concept of norms and deviations from the norm in pedagogy. Characteristic features of the child's body.
Objective: to give information about the concept of norms and deviations from the norm in pedagogy. Describe characteristic features of the child's body.
Plan:
1. The concept of norms and deviations in pedagogy
2. Characteristic features of the child's body
The concept of norms and deviations in pedagogy
In any society, no matter at what stage of development it is - whether it is a thriving, economically developed country or a developing society, there are people who need special attention. This is - people with any deviations in the physical, mental or social development. Such people have always stood out as a special group in society and the state evolved a special relationship to them. However, at various times, depending on the specific cultural and historical circumstances related to this category of people it was very different: in some societies, such as in ancient Sparta, it features extreme cruelty up to their physical destruction, in others it was merciful, the compassionate.
In the modern United States and Western European countries is almost realized the concept of integration of people with certain deviations in society, according to which these people are regarded as normal and equal members of it, only having certain problems or disabilities. The concept of "people with problems" is widely used in the United States, and the concept of "people with disabilities" is more typical for European countries.
Today the problem of attitudes towards people with disabilities, especially health, is becoming increasingly important due to the fact that their number is around the world, and in the Republic of Kazakhstan, has a strong tendency to increase, change which, according to UNESCO projections, the world community soon not be able to. Therefore, increase in the number of persons with disabilities, and particularly children, should be seen as a permanent factor that requires no separate, private, and systematic social decisions.
But even in terms of integration, when the isolated nature of various problems or limitations in the capabilities of people, thus already believe that the external circumstances in which they are located, or their state of health does not correspond to the definition adopted in the society norms. Scope of the normal is always in the minds of its borders, and all that is beyond them, is defined as "abnormal", "pathological." In practice - consciously or unconsciously - going evaluation of individuals on the basis of conformity or non-conformity, which defines the border.
The concept of standards widely used in medicine, psychology, pedagogy, sociology, and other sciences. Trying to give a precise and only true definition of this concept is likely doomed to failure. For example, medical scientists only count up to 200 its definitions.
The difficulty in defining the concept of "normal" is not only terminology, but also meaningful. For example, moral standards can not be fixed once and for all in all the communities, because they are, first of all, have a national identity, but also over time, transformed, changed. For example, in the United States after World War II for two or three decades, smoking was common, "normal" phenomenon, to which the company concerned is quite loyal. At the same time, when the company was involved in the fight against this harmful habit for human health, smoking is considered a sign of bad taste.
Moreover, the more democratic a society is, the more tolerant it relates to non-standard forms of manifestation of personality, while totalitarian regimes tend to strictly regulate human behavior, severely punished, if the deviation from the prescribed norms.
It is important to remember that the rule - is a kind of ideal education, the symbol of the objective reality, a certain average measure of the reality, but does not exist in it. Using the concept of the norm in the social sciences can be compared using the concept of "ideal gas" in physics. The nature of the gas is not, however, thanks to the concept of physicists managed to make a lot of discoveries. Laws are identified for an ideal gas, but in each, the actual case is certain amendments, introduced a specific rate for one or another of a real gas.
In medicine, psychology, sociology has its own indicators, parameters, characteristics of rules. That is not correct, indicated by another word - "deviation".
For pedagogic concept of "normal" and "abnormal" - is very important. They are used to describe the process of development and social behavior of the child.
Deviations can be both negative and positive. For example, abnormalities in child development and mental retardation are and talent. Such negative deviations in behavior, crime, alcoholism, drug addiction, etc., Have a negative impact on the process of social formation of the person, and the development of society as a whole. Positive as behavioral problems, which include all forms of social creativity:. Economic entrepreneurship, scientific and artistic creativity, etc., on the other hand, serve the development of the social system, replacing the old with new standards.
The pedagogy of the concept of "norm" and "deviation" allow to select a specific point of reference against which to clarify the causes of those or other deviations, to find out how they affect the process of socialization of the child, and on this basis to build practical socio-educational activities.
Characteristic features of the child's body.
Growth and development. The child is different from an adult, above all, that it grows and develops. The processes of growth and development of children are deeply affected the child's body, they affect the entire look of the child - physically and mentally.
"Growth" and "development" - the concept is similar, but still they should not be confused, as they do not coincide with one another.
Height, from a biological point of view, represents a multiplication of cells that make up our body tissue.
With incredible speed cell proliferation occurs in the uterine period of existence of the child. But after the birth the growth of its cellular elements is very rapid. It is known that in the first year of life the child three times their weight increases and grows to 25 cm, which is 50% of the original length of his body. In the future, the growth of energy gradually fades. Fabric Growth slows and finally stops completely. This does not mean that adult tissue elements are frozen form. In some tissues and organs for life does not stop cell proliferation. So, constantly die upper epidermis cells; they are transformed into the horny layer exfoliated from the skin and replaced. Continuously destroyed and the red blood cells are replenished with new coming from the bone marrow. But in all these cases, the multiplication of cells is replenished only decline. In the young organism same number of new cells increases, and this increase is greater than younger organism.
Under development is necessary to understand the qualitative changes in the structure of organs and tissues, leading to their more advanced work.
In contrast to the growth, development can occur without increasing the number of cells. It is found for example that the growth of brain cell elements terminate much earlier than other organs. A prisoner in the tight skull, the brain is already in pre-school age small increases in size. But the qualitative changes occur in nerve cells and nerve fibers: processes of nerve cells become more branched fibers covered by myelin sheath, etc.
Huge development path, which runs a child during the first years of his life, would be impossible without these subtle changes in the structure of the nervous tissue.
The growth and development of the organism have their own pattern. After rapid growth in the first years of life there comes a relatively quiet - the child grows annually by about 6 cm and gaining weight about 2 kg. After 7 years of growth in the growth is set to 5 cm per year, so that the date] a new rise in the period of sexual maturation of the (12-15 years).
Thus, the physical development of the child can not be represented in the form gradually and smoothly rising curve. It has rather waveform.
Waveform growth to a greater extent connected with the activity of the glands secretion. At the beginning of the pre-school age even more influenced by the thymus (or thymus) gland located behind the breast bone. It is considered gland growth and is the more important the younger the child. It affects the overall nutrition of the child, skeletal growth, the ability of tissues to retain water. With age, it gradually shrinks and completely cease to have effect to the beginning of puberty.
In the second half of preschool age joins influence brain cancer appendage (gipofizis). There is a growing feet growth alive the process of oxidation. By the end of preschool age is gradually increasing the influence of the sex glands and the thyroid gland. Under the influence of hormones of these glands become more energetic metabolism, decreases the amount of fat tissue, the child loses its rounded shape is drawn.
On the growth and development has a great influence power. It is clear that if the child will receive food in amount, it will not be able to replenish the body's spending on the construction of new tissue, to improve their structure. In fact, studies carried out on the physical development of preschool children in the years of war and devastation, we found a significant lag in their height, weight and other indicators. But it's not just quantity. Food should encompass all substances that make up the cells. Taking care of the usefulness of food, we thus have an impact on the growth and development of the child.
Growth and development may be delayed not only by lack of power. Sometimes the body under the influence of a disease is feeding poorly or decreases its ability to assimilate the individual elements. Thus, when the disease rickets poorly absorbed calcium, resulting in growth of development goes wrong, long bones are soft, easy to bend. In diseases of the thyroid (myxedema) observed stunting, slow metabolic processes, decrease in mental abilities. With such diseases must be addressed in a timely application of therapeutic and preventive measures.
Systematic observation of the growth and development of the child is important.
In assessing the physical development of children must take into account the possibility of individual variations, common in preschool age. Repeated measurements at regular intervals give a more complete picture of the physical development of each child.
A characteristic feature of the child's body should be considered as well as its flexibility. By plasticity refers to the ability to easily change under the influence of different conditions - favorable and unfavorable. Tissues and organs of young growing organism are still as if in a state of unstable equilibrium; even a slight deviation from the normal conditions of life can have a significant impact, slow down their pace of development. We know how easy to lose the baby weight under the influence of errors in the diet of an abnormality. We often observe a temporary delay in development after any infectious disease. Sometimes, for example, that the child already knew how to move around freely without assistance, he loses this ability, and he had to learn to walk again.
The plasticity of the child's body, its lack of resistance to adverse conditions, or, as is usually said, "vulnerability", obliges us to ensure that particular attention and approach to the child's life circumstances, and to methods of educational influences. All educational work should be constructed so that not only violate the processes of growth and development, but using plasticity child's body, to guide this development on the right track.
Questions:
The concept of standards in pedagogy, physiology and psychology?
Features of the development of children up to 1 year?
Differences of growth and development?
Lecture 3. The periodization of childhood.
Objective: to give information about the periodization of childhood.
Plan:
1. The concept of norms and deviations in pedagogy
2. Characteristic features of the child's body
The body of the child biologically is not something permanent. He is in the process of growth and development, and the growth and development take place continuously in a definite pattern sequences. From birth until the child has turned into an adult, it goes through certain stages, or periods of childhood, and as such a transition change its morphological and physiological characteristics, also changes the environment external environment, among which he lives.
Differentiated approach to the allocation of the child helps in childhood individual periods. Naturally, it is impossible to draw a strict line between these periods of child development.
Most conveniently in a practical division of prenatal period, is divided into embryonic phase and the fetus, and extrauterine period consisting of periods:
-newborn,
-thoracic,
-pre-preschool (nursery)
-preschool,
-early school,
-senior school.
Utero CHILD
For the developing fetus the mother is the environment, and health, conditions of life of the mother during pregnancy are essential for normal physiological development of the fetus.
The prenatal period is divided into two main stages: embryonic, including the first 11 - 12 weeks. Fetal and - until the end of pregnancy. The first of these is characterized by the highest rate of differentiation of tissues, formation of organs and systems. At this stage, the embryo turns into a fetus with organs and systems inherent in the early period of human ontogenesis. In the fetal stage of development processes carried out intensive ripening of all tissues, and increasing the length of the body weight. Fruit prepared for extrauterine life.
For example, the gestation 3 - 6 weeks, he formed the beginnings of the most important organs, the brain begins to develop, and at the 3rd month of intrauterine life already clearly defined cortex of the brain, where intensive development continues in the next few months of life.
By the 12th week, the type of megaloblastic hematopoiesis is completely replaced normoblasticheskim in peripheral blood leukocytes appear, and at 13 weeks of gestation begins to form hemoglobin of the adult, there is formation of a blood antigen systems. From 20 th to 28 th week instead of hepatic hematopoiesis established bone marrow.
To 16 17th week develops inspiratory portion of the respiratory center. When the term of 20 weeks, spontaneous fetal movement is so well defined that felt a mother and doctor. The fruit of 22 - 24 weeks of age can breathe and suck. Somewhat later in the adrenal glands of the fetus begins the synthesis of hydrocortisone. With the 28-week-old fetus is considered viable, but the morphological and functional development was not completed. So, the brain resembles a newborn brain, the cortex is not yet operational. The most rapidly growing, fast and mature myelinating brain stem and spinal cord, that is, those parts of the brain that perform vital functions. In normal pregnancy at the time of birth the fetus reaches a level of maturity that under favorable external conditions ensures proper development of the newborn.
The embryonic phase of a variety of diseases of women can lead to spontaneous abortion. In the phase of fetal placenta is sufficient biological barrier between mother and fetus. However, the permeability gradually increases and it may become passable for viral infection, bacterial toxins, and various drugs, including antibiotics. Therefore, the mother's viral diseases - influenza, rubella and OE are extremely harmful to the fetus and may affect the physical and mental development of the newborn.
Neonatal period
neonatal period, or the neonatal period (lat neonatus -. a newborn). This period starts from the first child of inhalation and lasts until the end of the 4th week of life (28 days). The duration of this period is determined by the adaptation of the newborn to adult conditions. The transition to independent, ectopic existence characterized by a number of significant morphological, functional and biochemical changes. Begins pulmonary respiration, included small and large circulation, zapustevayut umbilical vessels, the ductus arteriosus closes, established independent, but very imperfect thermoregulation. This period is characterized by the immaturity of all organs and systems of tissues, especially the central nervous system. Externally, the child is helpless: hanging head, does not hold back, he always makes erratic movements with his hands and feet. Here, the upper and lower limbs are in a state of hypertonus, indicating the predominance of this period and subcortical spinal regulation. Because of the cerebral cortex undifferentiated child is born with only unconditioned reflexes (sucking, swallowing, proboscis, and others.) And almost constant, except for feeding periods, it is in a state of sleep.
Such processes as respiration, circulation, excretion, are performed with maximum intensity (number of breaths in 1 min 40, a pulse 160 in 1 min). A newborn rapidly increases body weight. During the first month of life, he is gaining weight around 800 Activity plastic processes and rapid weight gain provides more functionality voltage of the gastrointestinal tract (assuming a low enzymatic activity), and most importantly - the nature of power. Most of the physiological food for this age group is breast milk.
At birth, always evaluates the state of health of the newborn Apgar. In the first minute of life is determined by the 5 major characteristics: frequency and rhythm of the heartbeat, breathing patterns, muscle tone, reflex irritability, color of the skin. Each sign is evaluated two possible points, the resulting values are added. Assessment of the state is made on a score. 1 - 3 marks indicate a serious condition. Healthy children are estimated to be 8-10 points. After 5 min Apgar score is repeated. In this case, it is more accurately correlated with the neurological status of the child's first day of life and can be used to predict the degree of neurological disorders.
PERIOD CHEST OF THE CHILD
Thoracic period. This period begins with 3-4 weeks of age and conditionally ends in 12 months. It is characterized by higher than in the following years, the pace of physical and mental development. the child's body weight by the end of the first year of life is tripled. Height increases by 25 cm, head circumference - 12 cm, and the circumference of the chest -. 13-15 cm significantly change proportions of the body, closer to that of an adult, which is reflected in the vast extension of the limbs and to a lesser extent the body and head. In addition, the body of the child undergoes a noticeable qualitative changes.
Pre-preschool period
Pre-preschool period (from 1 year to 3 years, toddlers). It is characterized by the rapid improvement of the child's motor skills, speech and mind, the continued strong growth. the child is very agile, inquisitive, the basic form of a game through which he learns the environment and becomes the first labor skills. Rapidly growing vocabulary, the child begins to speak, making first primitive phrases. For 2 - 3 years of suggestions are verbose. children imitate adults, so it is especially important to talk to him properly. Since 2 years, children sleep in the afternoon about 3 hours, and at night - 11 hours.
In the pre-preschool period it is also important to organize the child mode, so as not to overload his impressions, to protect against negative environmental influences.
In connection with the increasing contacts between themselves, and with the loss of this time of innate immunity in pre-preschool period increases the possibility of spreading acute childhood infectious diseases (measles, whooping cough, chicken pox, scarlet fever, dysentery, and others.).
Pre-school
Preschool period (from 3 to 7 years). At this age, some slowing down the growth process, but actively improving the functionality of organs and systems. In 5 to 6 years, begins the change of milk teeth for permanent. child goes to an adult diet. Daytime sleep one-time - 2 hours a night - 10-11ch. baby will sleep soundly and peacefully, if he was not brought before bedtime, not playing in the noisy games. In this age are developing subtle skills: the ability to ride a bicycle, skating, dancing, embroidery, knitting. Thanks to the good memory of the children is extremely easy to memorize verses, retell fairy tales, stories, learn a foreign language. This is the age of imitation both good and bad, so it is especially important clear organization of educational work at home and in kindergartens. By the end of this period, the child is ready for school. Visibly reduces the tendency to generalize the process and toxic reactions. During this period, there are diseases in development of which plays a major role allergies (asthma, rheumatism and others.).
SCHOOL CHILD
The period of primary school age (7 to 12 years). The improvement of the child's body functions. Strongly developed and stronger muscular system and skeleton. Baby teeth are completely replaced by permanent. School life rhythm promotes perseverance necessary work skills. It is necessary to strictly monitor the child's posture, as the wrong position at a desk or table, carrying in one hand a heavy portfolio and a number of other factors could lead to curvature of the spine.
The period of school age. It lasts from 12 to 16 years and is the period of puberty. It is characterized by severe restructuring of the endocrine system, enhance growth. Girls secondary sexual characteristics usually develop earlier than boys. During this period, there are often functional disorders of the cardiovascular and nervous systems caused by, on the one hand, the rapid increase disproportionate to the whole body and individual organs, on the other - instability autonomic endocrine system.
Questions:
The main age periods of the child?
Features of prenatal period?
Features of the newborn period?
Features of pre-preschool age?
Features of pre-school period?
Lecture 4. Mental and physical development of the child.
Objective: to give information about the mental and physical development of the child.
Plan:
1. The concept of norms and deviations in pedagogy
2. Characteristic features of the child's body
Disturbances in psycho-physical development of children - is the general name of various difficulties of children of any age, which is gradually replacing the drink before the term "abnormal development in children" (as synonymous now also uses the term "deviations in psychophysical development").
For violations in psychophysical development are various difficulties associated with hearing, vision, speech, with the musculoskeletal system, with mental retardation, emotional, intellectual problems, etc. In a broad sense, children with disabilities in the psycho-physical development of all children can be considered as having a more or less pronounced difficulty. In practice, this term (as previously, the term "abnormal children") is used to identify the category of children in need, as a result of mental and physical disorders, in special conditions of training and education. (See. Also "Children with special educational needs").
In the scientific tradition established by l.S. Vygotsky in defectology, distinguish primary and secondary developmental disorders.
Primary disorders - are biological in nature damage (defects) or organ system (for example, breach of the auditory analyzer visual analyzer, local or massive violations of various parts of the central nervous system). They may howl congenital and acquired. In the occurrence of congenital disorders are important genetic factors, harmful effects on the fetus during pregnancy (infection, intoxication, trauma), as well as birth trauma and asphyxia. Acquired disorders are the consequences of child transferred infectious diseases, injuries, intoxications, etc.
Correction of the primary violations carried out by means of medicine. An important role is played by advances in medical technology development (such as hearing aids and cochlear implants in the correction of hearing impairment, visual impairment correction glasses or lenses). Great expectations in preventing the occurrence of primary disorders in the development of the children associated with the development of immunology and genetic engineering, etc.
Secondary abnormalities in nature are qualitatively different from the primary, although derived from them. Their relationship is not unique organic nature and not as unconditional as it seemed earlier researchers of children's defectiveness. (For example, numbness - is possible, but not necessarily a consequence of deafness, and "morally defective" - a possible, but not necessarily a consequence of mental retardation.)
Secondary violations occur only when the primary cause of "falling" child of compulsory for any society public broadcasting system of historical experience. Calling such loss "social dislocation", L.S. Vygotsky emphasized that they can be prevented, if you find a "workaround" to allow access to the abnormal child culture as a source and a means of development of higher mental functions and specific human abilities. In these cases, secondary violations are not an inevitable consequence of the primary.
In those cases where the education system is focused, primarily, on the development of the normal type, no such "detours", organic disorders lead to the formation of a complex pattern of deviating from the norm.
One organic disorder can cause a range of "social dislocation" and, accordingly, - a set of secondary violations. Not corrected secondary violations that would lead to "social dislocation" of the next order, as a result of which there are tertiary and others. Disorders in development. For example, hearing loss causes problems of development of age-appropriate forms of communication, not correlation these problems causes underdevelopment of verbal speech, which in turn entails a violation of the child's cultural development lines of higher mental functions.
Since the secondary (tertiary, etc.) are not directly disorders organic nature, they do not require medical correction means (for example, does not need a medical treatment of a deaf mutism birth and specifically trained person). Prevention and correction of such social in nature are violations in the field of competence of special educators and psychologists and education is carried out by means of using "workarounds" to address the challenges of cultural development, which in normal conditions are achieved by conventional means.
In domestic defectology developed special approaches and gained experience of successful practice of correction and prevention of secondary disorders in mental development in children. So, in the conditions of specially organized early learning in deaf child (even in the case of congenital sensorineural deafness), can form a complete verbal speech, in both oral and written form; Blind children can learn to read and write freely, without assistance, orientation in space, etc.
To describe the origin, and the combination of relationship (interdependence) of various disorders in the development of each individual child L.S. Vygotsky proposed the use of the term "defect structure" and "structure of violations." Determining violations structure - one of the most important tasks of a comprehensive health-psycho-pedagogical diagnostics. The accuracy of its solution depends on the effectiveness of comprehensive care for the child.
To determine the strategy and tactics of such assistance is crucial to distinguish between a combination of primary and secondary and tertiary complex disorders of the various possible combinations of multiple (two or more) different primary disturbances in development. In these cases, they talk about difficult, complex, or combined disorders (hearing loss and vision, hearing and intelligence, hearing and musculoskeletal system, etc.).
Differentiation of primary and secondary disturbances in the development of the child, their complex relationship logic is quite clearly presented and interpreted in various branches of modern defectology, but not yet sufficiently reflected in its terminological apparatus. At the present stage, the term "violations in psychophysical development" is used to describe both primary and secondary disturbances in the mental development of the child. So, apply in relation to a visually impaired child, the term "child with a visual impairment" professionals may have in mind as a malfunction of one of the departments of the visual analyzer (retina, optic nerve, etc.), violation of visual perception as the higher mental functions, as and certain complex features of mental development of children with visual impairment, specific to certain of its system of education and training.
Questions:
Children with special needs?
Factors affecting the psycho-physical development of the child?
Violations of psycho-physical development of the child?
Age features of psychophysical development of the child?
Lecture 5. Classification of the ontogenetic development of the child (NP Gundobin).
Objective: familiarization with the classification of the ontogenetic development of children.
Plan:
1. Classification of the ontogenetic development
2. Classification by N.P.Gundobin
The processes of growth and development take place continuously, but their pace has a nonlinear dependence on age. This pattern is clearly illustrated, for example, a change in children's body length. So for the first year of life the newborn body length is increased by 47%, for the second - 13%, the third - by 9%. At the age of 4 - 7 years annually body length is increased by 5 - 7%, and the age of 8 - 10 years - only 3%. During puberty marked growth spurt at the age of 16 - 17 years and a decrease in the 18 - 20 years, an increase in body length practically stops.
Changes in body weight, chest circumference, as well as the development of individual organs and the organism as a whole are subject to the same law of uneven. Therefore, this law is the basis for the development of scientific principles of periodization. The fact that the children of the same calendar (passport) age respond differently to the load; at the same time their performance may be higher or lower, which is important for solving a number of practical issues of organization of the educational process at school, the child's environment. Therefore, all human maturation stage it is advisable to divide into several age periods. Although between defined periods no clearly defined boundaries, and they are largely conventional and their isolation is necessary, since it is necessary to properly set the age limit, such as your child enters the nursery, kindergarten and school, to determine the possibility of starting the intellectual, sports, work and al.
The concept of "age period" is the period of time within which the process of growth and development and physiological characteristics of an organism are identical, and the reaction to stimuli more or less clear. At the same time, the age period - the time it takes to complete a certain stage of development of the organism morphofunctional and achieve readiness for a particular activity.
Because there is definitely a clear idea of what kind of biological changes should form the basis of age periodization (taken as a basis the maturation of the sex glands, rate of growth and differentiation of tissues and organs, skeletal maturity (bone age), when the X-ray in the skeleton determines the time of appearance of ossification points and occurrence of a fixed connection of bones;. the degree of development of the central nervous system, especially of energy processes at different ages, the process of interaction of the organism with the appropriate environmental conditions, etc.), the current widespread age periodization with the release of the neonatal period, toddlers, preschool and school age children reflects most existing child care system, rather than the true age features.
Widespread another classification proposed N.P. Gundobin. In his scheme, distinguish:
· During fetal development;
· The neonatal period (2 - 3 weeks);
· Period of infancy - up to 1 year;
· Pre-preschool, toddlers -from 1 to 3 years; > │ period
· Pre-school age - from 3do 7 years; > │ milk teeth
· Primary school age - from 7 to 12 years;
· Medium, or adolescence, age - from 12 to 15 years'
· Senior school, or youth, age - from 14 to 18 years of age in girls, from 15 - 16 years 19 - 20 years for boys.