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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

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

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

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Peculiarities of colaborative activity in older preschoolers with normal and retarded psychophysical development 3637

Zarechnaya A.A.
Senior Lecturer, Chair of Preschool Education and Psychology, Department of Psychology in Education, Moscow State University of Psychology and Education, Moscow, Russia
e-mail: anego@bk.ru

Abstract
Non-participant observation was applied to study behavioral habits of senior preschoolers with normal (20 pairs) and retarded development (20 pairs) in collaborative play with a peer or when drawing a picture and constructing a model as per sample. It was revealed that in spontaneously emergent educational environments, children with mental retardation are able to interact only coactively, which implies the following: centration of a child on his/her action program; poor partner orientation; lack of actions rearrangement or interchange, i.e. actual relationships; substantial gap between speech and object-practical components of interaction; prepotency of “And me,…-type dialogues. That is attributed both to cognitive defect and low level of rational programming, control, communication, cooperation, reflexion, and voluntary regulation. Qualitative differences in coactive interaction in children with normal and retarded development are shown. The reasons why productive tasks performing is impossible for children with mental retardation, as well as the causes of emerging conflicts are analyzed.

Keywords: communicative activity, preschoolers with mental retardation, dialogical interaction, cooperation and communication

Column: Developmental Psychology

For Reference

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