DETERMINATION OF THE FEATURES OF COMMUNICATIVE ACTIVITY IN CHILDREN OF EARLY AGE WITH INTELLECTUAL DISABILITIES

Abstract

The article discusses the problem of determining the characteristics of communicative activity in young children with intellectual disabilities. The purpose of the article is to determine the features, criteria and levels of formation of communicative activity in young children with disorders of intellectual development. The research methodology is based on the concept of the child’s age-related development; the leading role of an adult in the development of communication of a young child, the correspondence of the content of communication to the level of development of the child’s communicative needs; in the course of the research, general scientific methods of analysis and synthesis, systematization and theoretical generalization of the researches of psychologists and correctional teachers were used; observation; conversations; studying stories of children’s development; survey; game and practical methods; quantitative and qualitative analysis of research results. The scientific novelty of the study consists in the development and approval of the methodology for studying the process of communicative activity of young children with intellectual development disorders; determined criteria of effectiveness and features of the process of communicative activity of children of this category. Conclusions. The results of the study proved that children with intellectual disabilities do not have a need for communicative activity (lack of interest in a new adult or peer, lack of interest in joint subject-game activities and, as a result, lack of communication skills). For these children, the process of communication with adults and peers does not become a psychological neoplasm – a form of expression of the need for communication – as is observed in children with normal development. The above indicates that the creation of special conditions, the development of the content and methods of corrective and pedagogical work is necessary for the formation of communicative activity in young children with intellectual disabilities.