Formation of independent thinking in primary school children with mental retardation

Abstract

The article reveals theoretical approaches to the study of the independence of thinking in primary school students. The features of the development of indicators of the independence of thinking in schoolchildren with a diagnosis of "mental retardation" are analyzed. The results of an empirical study are presented, in which schoolchildren of 10-11 years old with a diagnosis of "mental retardation of cerebral-organic genesis" participated. They showed that the independence of thinking in younger schoolchildren with mental retardation is not formed and has a characteristic feature in the form of a lack of clear receptions of mental activity, poor awareness of the goal and methods of completing tasks, which is due to the underdevelopment of the process of self-regulation. The application of the correctional development program is substantiated, its effectiveness is proved.