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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: https://doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

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Open Access Journal

Affiliated ISCAR

 

The use of sign-symbolic tools by preschool children with intellectual deficiency. The psychocorrectional aspect 2460

Gavrilushkina O.P.
PhD, Senior Researcher, Head of the Psychology of Abnormal Development Laboratory, Professor of the Preschool Psychology and Pedagogics department, Moscow State University of Psychology and Education (MSUPE), Moscow, Russia
e-mail: olpega@mail.ru

Abstract
The article addresses the problem in children with intellectual difficulties using sign-symbolic tools. Several features of semiotic development of children with intellectual deficiency are described on the basis of empirical researches carried out under the guidance of the author. The article shows that without specially organized correctional-developmental environment semiotic development of such children is at risk. An example of organizing psychological correction of semiotic function is described. The concept of syncretism of sign and its gradual autonomization during the preschool age underlies the correctional-developmental complex (CDC) created by the author. The CRC is based on a specific approach to development of play, drawing, constructing, and speech. It helps children to learn how to substitute and model, and helps them to acquire different sign-symbolic tools. The article describes methodological technique of CRC. The author also states that early specialization of sign leads to various negative consequences, including school failure.

Keywords: psychological tool, substitution, mental retardation, preschool children, intellectual deficiency, sign, correctional-developmental work

Column: Psychotherapy And Psychocorrection

For Reference

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