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Play Activity of Preschool Children with Intellectual Disorders 1140
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, firstname.lastname@example.org
Egorova A.A., Junior Research Fellow, Psychology of Junior Schoolchildren Laboratory, Psychological Institute of the Russian Academy of Education, Moscow, Russia, email@example.com
The article presents results of comparative experimental research of children role play with normal, retarded (delayed) intellect and intellectual impairment. It shows that level of children role play with intellectual disturbance (disorders) is much more dependant on the quality of educational environment than that of normal children. The study reveals specific characteristics of roleplay behavior typical for children with intellectual disorders. Their role-play behavior is intermittent and transitory; has a blurred, not clear structure, their communication is not separated into independent episodes; has low level of oral regulation, cooperation, communicational and social competence, play programming etc. Also factors negatively influencing mastering a play as a leading activity in mental disorders were examined.
Column: Developmental Psychology