THE CONTENT OF THE PERSONALITY DEVELOPMENT PHSYCOLOGICAL CORRECTION WORK FOR MENTALLY RETARDED CHILDREN IN ELEMENTARY SCHOOL

Abstract

In this article author analyzes the psychological correction aspect of “Developmental correction” program that f ocuses on intervention and development work in first-fourth forms of specialized schools for mentally retarded children. The goal and objectives of the program, aimed at correction of emotional, volitional, motivational and cognitive sides of personality of a mentally retarded child, are explained. Author discusses the dominating directions of personality development in elementary schools for metally retarded children – development of selfconsciousness, correction of self-esteem, volitional immaturity, behavioral disorders, development of communication, creative thinking and imagination. The specificity of the program’s structure and its structural elements’ content are explained. The program consists of three sections: “Physical Self”, “Psychic Self” and “Social Self”. Author analyzes the correctional content of each section in its correlation with relevant domains of child’s interaction – with self, with others, with society. “Physical Self” focuses on activation of self-knowledge by forming the image and scheme of the body, realization of sensory sensations and development of body reflection and body regulation. “Psychic Self” is focused on the development of psychic decentration, understanding needs and desires, building the positive image of self, self-esteem, volitional actions, self-expression and development of play skills. “Social Self” focuses on the development of communication skills, cooperation skills, ability to care for and to respect others, to make friends, to broaden the social roles repertoir. Author examines the program’s content throught sequential development of bodily, psychic and social levels of self-consciousness. Program’s requirements are based on age and pshychological features of mentally retarded children. The “Developmental correction” program’s clear focus on the development of self-consciousness in children with mental retardation promotes the central role of learning activity in which the personality is formed.