Ikimokyklinio amžiaus nežymiai sutrikusio intelekto vaikų žaidimų raidos ypatumai

LTStraipsnyje analizuojami nežymiai sutrikusio intelekto ikimokyklinio amžiaus vaikų žaidimo tyrimų ir stebėjimų duomenys, šių vaikų žaidimų raidos ypatumai lyginant su to paties amžiaus normalios raidos vaikų žaidimais. Ištirta 86 nežymiai sutrikusio intelekto 3-6 metų vaikų, ugdomų Lietuvos ikimokyklinėse specialiojo ugdymo įstaigose, žaidimų raida. Kiekvienos vaikų amžiaus grupės žaidimų ypatumai įvertinti remiantis tokiais kriterijais: vaikų domėjimasis žaislais, veiksmų su žaislais ir žaidimų pobūdis, žaidimų struktūra, vaikų savarankiškumas, aktyvumas ir kt. Straipsnyje pateikiami tyrimo duomenys ir išsami jų kiekybinė bei kokybinė analizė.

ENThe aim of the study is to identify tendencies and specificity of the development of games of children with mild learning difficulties in the pre-school age (between 3 and 6) by comparing those with their peers without learning difficulties. The development of games of 86 children with mild learning difficulties has been investigated. It has been established that the children have been only superficially interested in toys, they did it for a very short time, some of them exhibited inappropriate emotional reactions. The length of period of interest in toys increases in the pre-school age (approximately from 3 to 15 min. between years 3 and 6). The actions of some children while playing remain unspecified, chaotic, monotonous, sometimes inadequate manipulations up until they are 6 years of age. By the end of the pre-school age most children reach the level of functional actions, and only one third of the children are able to engage in role-play with the teacher's help. The plots of their games become more varied with the age and special education, however, their content remains poor, primitive, stereotypical, the actions are formal; they cannot set the plot for the game independently, the number of imagined situations is limited and the quality of actions is poor, while in most children's games the elements of the plot are absent.These children are often unable to choose the role themselves, and enact the role offered by a teacher in a passive and unimaginative way. The impairments of speech development and poor communicative skills determine the fact that part of mentally disabled children are able to perform only more passive, subordinate roles. Even by the end of pre-school age the role-plays of these children are dominated not by the role-based communication, but by actions, demanded by the role, performed with toys or objects; their games are unemotional, they do not reflect the players' feelings, connected with the role, the social attitudes towards phenomena or actions are not expressed. Children with mental disability are not able to use toy substitutes, to perform actions with imaginary things instead of real ones, there is no verbal symbolism. The essential peculiarity of the games of mentally disabled children is their inability to symbolize. It is not only intellectual deficiency that interferes with the development of play of most children under investigation. It is also their speech development disorders, poor social experience and communicative abilities.