8. Neonatal jaundice

Jaundice called staining mucous membranes, sclera, skin yellow. In newborns it can occur as a transient physiological state, and the manifestation of any disease. If the physiological jaundice does not require surgery and is fast and completely, the pathological jaundice often requires immediate action to prevent the serious complications of the nervous system.

All kinds of jaundice united by a common feature - girperbilirubinemiey (increased content of bile pigments in the blood). The availability of this pigment in the blood and skin coloration depends brightness - from pale lemon yellow to orange. Staining can also be olive green and yellow.

Bilirubin is produced by the decay of the hemoglobin of red blood cells destroyed.

The longevity of adult red blood cell is 80-120 days. In infants, this period is 5-7 days. This is due to the fact that hemoglobin of the fetus during the first two weeks of life is replaced by "adult" hemoglobin.

End-red blood cells break down, releasing bilirubin in the blood. Liver cells are actively involved in the processing and excretion of bilirubin from the body. That's why when liver immaturity and we have prolonged or severe jaundice, and this is a reason for seeking medical attention.

Bilirubin is a toxin to central nervous system. Its toxic effect appears at a certain concentration in the blood. For each child he often different - it depends on the date of birth, maturity, and comorbidities.

Yellowing of the baby begins with the face and head, then icteric staining "slide" down the body of the baby. To determine the intensity of jaundice better in daylight near the window. Fluorescent lamps and other electrical lighting can greatly distort the visual assessment of color.

Here are the main characteristics of physiological jaundice:

-it occurs in the 2-3 th day of baby's life;

-It reaches a maximum at 4-5 days;

-disappeared by the 10th day in mature infants have immature can keep for 2-3 weeks;

-at physiological jaundice does not suffer from the general condition of the child;

-bilirubin concentration in the blood does not exceed 180 mol / l;

-it does not require treatment.

Causes of physiological jaundice:

-The massive destruction of red blood cells caused by the physiological response of fetal hemoglobin shift to "adult".

-The physiological immaturity of the liver, where it can not cope with enzymes arriving bilirubin.

Pathological jaundice

Determining that the purpose of this article is not a detailed statement of the reasons and methods for treating pathological conditions. Therefore, I will not describe in detail all the problems which are accompanied by pathological jaundice.

I will single out the features that will distinguish normal from pathological. For the differential diagnosis will need only one of the following attributes. The reason for the reference to the doctor will be jaundice:

which appear up to 2 full days of baby's life and, consequently, jaundice, found during inspection of the newly born child;

longer than 10-14 days;

with a significant increase of bilirubin in the biochemical analysis of blood (above 180 mmol / l);

when icteric staining affects the lower leg;

when icteric staining covers the hands and feet, you need to seek help without delay;

When jaundice is accompanied by a change in the general condition of the baby (the bad and poor sucking, long deep sleep, loud, high-pitched crying, scanty stool, swelling, hoarseness, strong tremor);

the appearance of discolored stools;

with great anxiety during or after a meal, up to refusal to eat with obvious signs of hunger.

Questions:

1. The need for the development of the newborn vitamins.

2. Features of hematopoietic and thermoregulation mechanism, the development and function of the endocrine glands.

3. Physiological transient state, depending on changes in environmental conditions, coming after a birth.

Lecture 9. Psychomotor development of the child in ontogenesis: the period of breast childhood (from 28 days to 12 months), pre-preschool (nursery senior) period (from 1 year to 3 years), pre-school (3 to 7 years);

Objective: familiarization with the psychomotor development of the child in ontogenesis

Plan:

1. Features of psychomotor development of the period of breast childhood (from 28 days to 12 months)

2. Features of psychomotor development of pre-preschool (nursery senior) period (from 1 year to 3 years

3. Features of psychomotor development of pre-school child (3 to 7 years);

Psychomotor development of the child's first year of life

The first year of life is crucial in the mental development of the child. The brain develops most fast pace. The child at first helpless, to the end of the first year of life seizes pryamostoyaniem, walking, subject-manipulative activities, the initial understanding of reverse speech. During this period begins the formation of speech as a means of communication, ie. E. Formed purely human function, on which development in the evolution of millions of years have gone.

The psychomotor development of the child's first year of life emit several periods, each of which there is progressive complication preverbal forms of communication, form the basis for the development of speech and thinking.

Already in the first period - the neonatal period (. 0-1 months), along with a set of innate adaptive reactions, which play a major role in the life of the organism, can be 3-4 weeks of age to identify the initial conditions so-called communicative behavior: in response to the call to child caressing voice or smile begins to appear oral attention-child dies, his lips slightly stretched forward, as if he "listens" to his lips. Following this reaction smile appears. Already in the neonatal period may be noted that the child responds to voice faster than sounding toy.

In the second period (. 1-3 months) the child along with the intensive development of responses to visual and auditory stimuli were more clearly manifested emotional responses to communicate with an adult: stabilized "smile, and by the end of the period there is laughter to 3 months the child begins to develop. severe emotional reaction to the appearance of an adult -. "complex revitalization" Trying to come into contact with the baby is 10-12 weeks of his joyful excitement, yelps, vskidyvaniem pens, shuffling feet, vocal reaction to this age stage complex revitalization occurs at the sight of a friend. and an unknown person.

The timely appearance and well-marked revitalization of the complex show the normal mental development of the child.

In children, which further demonstrate marked deviations in mental development, revitalization and other complex emotional facial and vocal response to all the surrounding stimuli are absent. Underdevelopment of the individual components of the complex revitalization, such as movements of the hands or feet (bilateral or unilateral), may indicate a failure of the motor sphere; weakness or absence of vocal reactions or nasal tone of voice characteristic of speech-motor muscle lesions, which may further lead to speech disorders.

The absence of complex revitalization or paradoxical, such as the appearance of fear, screaming, and other negative emotions, characteristic of children with emotional disorders, early childhood autism early childhood nervousness and other disorders. Since the revival of the complex is formed in close connection with the development of vision and hearing, when these defects analyzers it may be absent or appear in rudimentary form. In congenital blindness or deafness, and especially in the combination of these complex defects revival at this stage there is no age.

When expressed mild central nervous system in children who had birth trauma, asphyxia, neonatal jaundice, as well as premature and immature complex revitalization appears at a later date. He may also be absent in children who are brought up in the conditions of emotional deprivation.

In the third period (3-6 months). The reaction comprising a set of recovery, more and more differentiated. A child older than 4 months at the approach to it and an adult when you try to enter into contact with him closely scrutinizes the face of an adult, wide open eyes and mouth, slows down the overall movement. Thus he appears tentative reaction, which in some cases turns into a joyful excitement, while others replaced by fear and screaming. It should be noted that the fear response in this age stage does not appear in all children. It depends on the individual child, as well as the conditions of his upbringing and environment. Over-expression of the fear response in this age stage is characteristic of children with increased nervous excitability, early infantile autism. It may be the first sign of congenital children's nervousness, mild brain dysfunction, increased intracranial pressure in hydrocephalus. It is also typical for children with cerebral palsy.

Lack of differentiation revitalization complex. at this age stage is characteristic of psychomotor retardation, including due to the lack of communication of adults with a child. Differentiation of complex revitalization earlier the children being cared for at home rather than in children who are in institutions.

By the end of this age stage the child begins to recognize his mother. However, this reaction is still very unstable and its appearance depends on many conditions, so its absence has no independent diagnostic value. However, if a child learns his mother, it indicates good mental development of the child.

To assess the mental development at this age stage it is important to see how the child responds to the toy. The leading form of activity in this age becomes a toy manipulation. The child is not only long-term fixes gaze on toys and traces of their movements, but directs them: hand grasps them, pulls in his mouth. This is followed by expressive emotional reactions: he is smiling, then frowning.

By the end of mutating nature of visual tracking. If you have previously followed the subject of children not taking his eyes and let out a subject from the field of view, did not return to it, after 5 months of a child, watching the object, as it were, "feels" his gaze; if this switch his attention to another subject (adult person), then a second later he could return to the active viewing toys. The manifestation of this function is very important indicator of normal neuropsychological development.

During this period intensively developed vocal reactions that begin to acquire some independence. Along with the sing-song Gulen to the end of the period there babbling and selective differentiation and responses to sound and the ability to localize sound in space.

In the development of hand movements leading role is played by the visual analyzer: the end of the period, the child quickly and accurately directs the arm to the toy, located in his field of vision.

In the next stage of development (6-9 months). When dealing with an adult child had clearly seen the orientation reaction, which is replaced by the joyful reaction of recovery in the familiar faces and the reaction of fear for strangers. In some cases, you can see how the orientation reaction proceeds in cognitive interest, bypassing the fear response.

A distinctive feature of the mental development of the child at this age stage is his willingness to joint manipulation with the adult toy. In addition, by the end of this stage the child begins the initial elements of the communication with an adult using gestures. He holds out his hands to an adult, showing that wants to hand or hand stretches to the distant object, if he wants to get it.

Deviations from normal age-related development at this stage are: indifference to communicating with adults (mental retardation, severe mental retardation, autism); a common set of revitalization and imitative smile instead of orienting reaction and manipulation of the game (mental retardation); excessive severity and duration of the fear response, turning in protest, and the reaction barrier to communication (congenital children's nervousness, autism, hyperexcitability).

For the diagnosis of abnormalities in this age stage it is important to estimate the child's reaction to the request it. In normal development, by the end of this phase, the child should be the initial situational understanding of reverse speech, responding effect on verbal instructions. For example, he raises his head and eyes to the lamp to the question.. "Where light", pressed her cheek to his mother at the request of "kiss my mother," etc. By the end of the period, he also learned to play in the "Okay", looking for the hidden in his the eyes of the toy.

A natural at this age is the emergence of babbling. When communicating with an adult after being overcome by fear and orientation reaction, the child begins to pronounce syllables chain ba-ba-ba, ma-ma-ma. If an adult begins to respond in kind, voice activity baby grows, there is a joyful revival and the baby will try to imitate adults and yourself. By 9 months observed flourishing babble, it is enriched with new sounds, intonations and becomes a permanent answer to the voice of the adult treatment.

When mental retardation, with cerebral palsy, autism, deafness, identified further serious disturbances of speech or babbling is not manifested in a rudimentary form.

The fifth period of the age of the child the first year of life (9-12 mo.) Is characterized primarily by the emergence of a new type of communication with an adult, and it is a subject-effective. Contact with the child is established and maintained with the help of colorful objects and toys that the child actively manipulates. At the same time he begins to show a selective attitude toward different subjects, but it is always clearly expressed reaction to novelty. A characteristic feature of this stage of development is estimated that the active research activity of the child begins to suppress the fear response to new stimuli.

Complex recovery in this age with normal mental development naturally fades. Therefore, its severity, even in premature and weakened child is one of the signs of delayed mental development.

For the diagnosis of mental development of the child at this age stage is important comprehensive assessment of emotional reactions. When lag in mental development of the child is not an adequate response to a stranger, there is no interest in toys, not expressed reaction to novelty, no cognitive and differentiated emotions. Facial expressions such children monotonous smile is imitative in nature and occurs in response to any smiling face of an adult, they can be observed undifferentiated complex revitalization and automatic visual tracking.

Age	Attainments
3 years	He names 4 basic colors. Step over the obstacle height of 10-15 cm. In a speech uses compound sentences. Frequently asks question as "why?", "When?", "Why?". Appear elements of role-playing game - "Mothers and Daughters", "teacher", and others. Uses the story construction in the game. Pencil drawings represent objects, when modeling simple shapes from clay. Self-dresses, uses a napkin and handkerchief.
4 years	Motor skills: free, coordinated movements of hands, throwing the ball with two hands, catches it without clutching, jumping from a height and a length of 15-20 cm, the signal inhibits movement, loves to climb, gets the key mechanical toy, knows how to keep pencil, draw a horizontal and vertical lines. Sensory development: know 6 basic colors, pick up objects by color and shade, knows and selects the "circle", "square", "triangle", is able to compare the length, width, height, properly oriented in space, he learns to touch the objects. Mental development: count to 5, he knows the time of year, time of day. Asks questions "what", "why?", "Why?", Listens and paraphrases, allocates a significant link in the fairy tale, the story refers to paintings, it phrase, grammatical form. Fun activities. There are plot-role-playing games with other children, the duration of the game to 40 minutes, there are your favorite games, like to play with building blocks. Engaged in designing, building beats - "garage", "home". Behavior. Carefully listening to the adults, adults calls by name, patronymic. Observe the rules of behavior in society, formed the basic hygiene skills: cleanliness, washing, washing hands after using the toilet. Skills: self-dresses, eats properly holding a spoon, know how to use a fork, washes alone.
5 years	Motor skills. Formed correct posture, well coordinated movements of hands and feet when walking, is able to walk and run in a circle, without fear of jumping from a height, can walk on the bar 30 cm high and 20 cm wide. Throws the ball, catches it, clearly coordinating finger movements in the design good draw horizontal and vertical lines. Sensory development. Knows 8 colors when painting uses not only color, but also their shades can arrange the items in ascending and descending order, is guided in the parts of his body. Mental development. Count to 5, it forms a generalized concepts such as "furniture", "fruit" and so on. D. This Phrase with good pronunciation. Nervous activity. Is your favorite games, the world is reflected in the game. Behavior. Comply with the rules of conduct. Skills: everything is able to do on their own.
6 years	Motor development. Movement acquire lightness and elegance, enthusiastically jumping from upswing in height and length, catches the ball with one hand, can walk on the bar height of 30 cm and a width of 20 cm, can handle the ball, catches it, hits the ground, clearly coordinating finger movements in the design well draws pencil and paints, scissors cuts the simple forms. Sensory development. Can explore the visual and tactile objects can be called a rhombus and oval calls shades of colors - blue, pink, purple, gray. Mental development: count to 10, adds the unit has the concept of division into equal parts, called the order of the days of the week, times of the year; He called components of generalized concepts, making successive 2-3 pictures. We are with the correct construction of sentences. Fun activities: have your favorite games and role. Behavior. Next to it that other kids follow the rules of conduct. Skills: all can do. Independently maintains cleanliness in the house, free use scissors.
7years	Motor skills: agile while driving, keep in alignment with the column, the line, circle. It may perform the movements in the specified tempo. It can ski, skate, scooter, three-wheeled bicycle. It can swim, play badminton, tennis, works well with different materials - paper, cardboard, cloth. Thread a needle, sew on buttons, can use a saw and hammer. Sensory development: the right calls simple and complex geometric shapes, correctly points to major differences of geometric forms. When drawing uses not only color, but also their shades. Mental development. He speaks directly and countdown to 10, solve simple problems involving addition and subtraction, differentiates amount regardless of the form, clearly establishes a causal connection, highlights the essential link. It owns a large vocabulary, speech grammatically framed, knows the letters, reading syllables. Fun activities. Creates new games, prefers to group games, compile and analyze its activities, the group prefers games. Behavior. Performs individual orders, cleans the room, takes care of the flowers. Able to critically analyze traits. Skills: self-dresses, eats properly holding a spoon, know how to use a fork, washes alone.

Questions:

1. Features of the first year of life.

2. The development of motor skills in the first year of life.

3. The development of mental and motor skills with 3 years.

4 Features of the development of sensory, intellectual and physical development of preschool age children.

Lecture 10. Psychomotor development of the child in ontogenesis: the physical and mental development of children of primary school age (7 to 11 years); senior school (puberty) period (from 11 to 20 years), the onset of puberty

Objective: familiarization with the psychomotor development of the child in ontogenesis

Plan:

1. The physical and mental development of children of primary school age (7 to 11 years);

2. Psychomotor development of the child in ontogenesis: senior school (puberty) period (from 11 to 20 years), the onset of puberty

Starting primary school age is determined by the child's entry point in the school. In recent years, in connection with the transition to training from 6 years and the introduction of a four-year primary school age lower boundary of the phase shifted, and many children are students, not since the age of 7, as before, but with 6 years. Accordingly, the boundaries of primary school age, coinciding with the period of primary school, established at the present time from 6-7 to 9-10 years.

During this period, there is a further physical and psycho-physiological development of the child, providing the possibility of systematic training in the school. First of all, improving brain function and the nervous system. According to physiologists, to 7 years in the cerebral cortex it is already largely mature. However, the most important, specifically human parts of the brain responsible for the programming, regulation and control of complex shapes psihicheskoydeyatelnosti in children of this age have not yet completed their formation (the development of the frontal parts of the brain ends only to 12 years), thereby regulating and inhibitory effect of the cortex on subcortical structures is insufficient. Imperfection regulatory cortex function is manifested in peculiar to children of this age peculiarities of behavior, organization and emotional sphere: junior high school students are easily distracted, incapable of prolonged concentration, excitable, emotional.

Home schooling is practically coincides with the period of the second physiological crisis attributable to the age of 7 years (in the body of the child is a sharp shift in the endocrine, accompanied by the rapid growth of the body, increasing the internal organs, the autonomic rearrangement). This means that a fundamental change in the system of social relations and the activities of the child coincides with the period of restructuring of all systems and functions of the body, which requires great effort and mobilization of its reserves.

However, despite the celebrated at this time certain complications that accompany the restructuring of the physiological (fatigue, neuro-psychological vulnerability of the child), physiological crisis is not so much a burden, how much, on the contrary, contributes to a child's successful adaptation to the new conditions.

Junior school age is a period of intensive development and qualitative transformation of cognitive processes: they begin to acquire mediated character and become conscious and arbitrary. The child gradually takes possession of his mental processes, learning to manage the perception, attention, memory.

According to LS Vygotsky, with the beginning of school thinking extends to the center of the conscious activity of the child, it becomes the dominant feature. In the course of systematic training aimed at mastering scientific knowledge, is the development of verbal and logical, conceptual thinking, leading to the restructuring and all other cognitive processes' memory at this age becomes a thinking, thinking and perception. "1 Assimilation in the educational activity the foundations of theoretical consciousness and thinking leads to the emergence and development of new high-quality education, as a reflection, analysis, internal plan of action.

During this period, the ability to qualitatively change any regulation of behavior. What is happening in this age, "the loss of childish" (Vygotsky) represents a new level of development of motivation-tionally-need sphere that allows the child to act indirectly, guided by conscious goals, elaborated social norms, rules of conduct and manners.

For primary school age starts to develop a new type of relationship with other people. Unconditional adult authority being lost, increasing the value of a child beginning to acquire peers, the role of children's community.

Thus, the central tumors of primary school age are:

- A qualitatively new level of development of voluntary regulation of behavior and activity;

- Reflection, analysis, internal plan of action;

- The development of new cognitive relation to reality;

- Focus on the peer group.

Profound changes in the psychological make-junior student show wide possibilities of development of the child at this age stage. During this period, to a qualitatively new level realized the potential development of the child as an active subject, learn about the world and himself, acquiring their own experience of acting in this world.

Junior school age is the sensitive to:

- The formation of motives for learning, sustainable development of cognitive needs and interests;

- The development of productive techniques and skills training activities, the ability to learn;

- Disclosure of individual characteristics and abilities;

- The development of skills of self-control, self-organization and self-regulation;

- The formation of an adequate self-esteem, development of criticality in relation to themselves and others;

- Assimilation of social norms, moral development;

- The development of communication skills with peers, build strong friendly contacts.

The most important tumors occur in all areas of mental development: converted intelligence, personality, social relations. The leading role of training activities in the process does not exclude the fact that the younger the student is actively engaged in other activities (game elements work, sports, art, etc.), In which improved and reinforced the new achievements of the child.

Younger school age - a period of positive change and transformation. It is therefore important level of achievement, the implementation of each child at this age stage. If at this age the child does not feel the joy of learning, acquires the ability to learn, not learn to make friends, not to acquire confidence in themselves, their abilities and opportunities to do so in the future (beyond sensitive periods) will be much more difficult and will require immeasurably higher mental and physical costs.

However, looking ahead, we can say that most of these positive developments (primarily those koto-rye with particular care cultivated by adults in children of this age: their organization, self-interested attitude to learning, etc.) In appearance may be lost a baby in the peak of the global restructuring of adolescence. But without them, she would wear this restructuring qualitatively different, since it would not have the necessary bases. The more positive acquisitions will be in primary school children, the easier it is to cope with the upcoming challenges of adolescence.

Younger school age child is called the vertex [9. S. 251]. The modern periodization of mental development covers the period from 6-7 to 9-11 years.

At this age, there is an image and a lifestyle change, new requirements, new social role of the student, a completely new type of activity - training activity. In school, he acquires not only knowledge and skills, but also a certain social status. Changing the perception of its place in the system of relations. I am interested in the value of the child, his whole way of life.

The child is on the border of the new age period.

From a physiological point of view - this time the physical growth when children are quickly drawn up, there is disharmony in physical development, it is ahead of the psychological development of the child, which affects the temporary weakening of the nervous system. Manifested by increased fatigue, anxiety, increased need for movement.

The social situation in the early school years:

1. The training activity is the dominant activity.

2. completes the transition from visual-figurative to verbal and logical thinking.

3. Clearly visible the social meaning of the doctrine (the ratio of the small school to marks).

4. Motivation of achievement becomes dominant.

5. There is a change in the reference group.

6. There is a change in the daily routine.

7. Strengthen new internal position.

8. Changes the system child relationships with other people.

Leading activity

The leading activity in primary school age - learning activity. Its characteristics: efficiency, commitment, arbitrariness.

Basics of educational activity was laid in the early years of education. Educational activities should be, on the one hand, to build age-appropriate opportunities for children, and on the other - must ensure that they are necessary for the further development of the amount of knowledge.

The components of educational activity (in El'konin):

1. Motivation.

2. The training task.

3. The training operation.

4. Monitoring and evaluation.

Motives of the doctrine:

• educational (aimed at the acquisition of knowledge, ways of learning, methods of independent work, the acquisition of additional knowledge, self-improvement programs);

• social (responsibility, understanding the social significance of the doctrine, the desire to take a stand in relation to others, get their approval);

• uzkolichnye - get a good mark, deserve praise (for Sapogova EE).

Schooling is not only a special social significance of the child's activities, but also mediating the relationship with older samples and estimates, by following the rules, common to all, the acquisition of scientific concepts.

As a result of learning activities occur mental neoplasms: the arbitrariness mental processes, reflection (personal, intellectual), an internal plan of action (planning in mind, the ability to analyze).

speech

Increases vocabulary to 7 thousand. Words. Exhibits own active position to the language. When nauchenii easily masters the sound analysis of words. The child listens to the sound of the word. The need for a dialogue of younger schoolboys determines the development of speech. Contextual speech - an indicator of the level of development of the child.

In writing distinguish correct spelling (the correct spelling of words), grammar (sentence structure, the formation of morphological forms) and punctuation (the alignment of punctuation marks).

Thinking

Thinking in the early school years becomes the dominant feature completes the incipient in the preschool transition from visual-figurative to verbal and logical thinking.

By the end of primary school age are shown individual differences in thinking (theorists, thinkers, artists).

The scientific concepts (bases of theoretical thinking) are formed during training.

Memory

Memory is developing in two directions - the arbitrariness and meaningfulness.

The training activities are developing all kinds of memory: long-term, short-term and operational.

The development of memory associated with the need to memorize the course material. Actively formed voluntary memorization.

Attention

Children are able to concentrate, but they still dominated by involuntary attention.

The arbitrariness of cognitive processes occur at the peak of volitional effort (especially organizing themselves under the influence of requirements). Attention is activated but not yet stable. Hold focus is possible thanks to the efforts of a strong-willed and highly motivated.

Perception

Perception is also characterized by involuntary, although elements of arbitrary perceptions occur as early as the preschool years.

Perceptions differ poor differentiation (confused objects, their properties).

In the primary school age is increasing focus on the sensory standards of form, color, time.

Imagination

Imagination in its development has two stages: in the first - to recreate the (reproductive), the second - productive. In the first class of the imagination based on specific subjects, but with age in the first place speaks a word, giving space fantasy.

7-8 years - sensitive period for the assimilation of moral norms (the child is psychologically ready to understand the meaning of the rules and regulations in their daily execution).

consciousness

Intensively developing self-awareness. Becoming a junior student self-esteem depends on the performance and features of dialogue of the teacher with the class. Of great importance is the style of family education received in the family values. In standouts and some well-achieving children develops high self-esteem. We are extremely weak and underachieving students systematic failures and reduce the level of low self-confidence in their capabilities. Do they have a compensatory motivation. Children begin to be approved in another area - in sports, in music.

Value orientations are becoming the norm in the name of life. It is important that the child received another type of treatment for him - by name. This provides the child's self-esteem, self-confidence.

The need for self-affirmation. Of great importance is the authority of adults. Considerable importance is the place occupied by the child in the family.

The general development of motor skills in primary school age is flowing in the direction of the permanent acquisition coordination opportunities that were created at the child as a result of the final anatomical maturation of the motor sphere. In the younger child, little by little come into operation kartikalnye higher levels is progressively being established and precise power movement (there is accuracy in throwing, climbing, athletics, dance movements). However, the wealth of the motor age is only when the free movements. It is necessary to force the child to make precise movements, he immediately begins to sweat and strive to escape to the games where free movement. The inability of the accuracy depends on the underdevelopment of cortical brain mechanisms and a lack of development of the movement of the formulas.

Thus, in this age dominated by expressive, fine motor skills and everyday. Apparent motor does not fatigue the child is related to the fact that it does not produce productive working activities requiring precision and overcome the resistance, and hence the high energy costs. In common usage, and even more so when the expressive and visual movements, almost unrelated to the resistance movement is, of course, that start, run and end respectively physiological and mechanical properties of the skeletal system in an appropriate pace and rhythm, with smooth, soft transitions from a reduction of certain muscle groups to their relaxation and back. From graceful movements of children. In particular, the pace, the rhythm is already well developed at this age, but the power of movements is quite small.

Total motor development of younger schoolboys sent to the gradual mastery of those coordinating the opportunities that were created at the child as a result of final maturation anatomical motoriuma. The researchers note that "together with the improvement of locomotor system slightly reduced the wealth of movements, but small precise movements are adjusted subsequently the gradual development of the cortical components."

However, there may occur among children of primary school age are very different relative degree of development of the individual levels of coordination. There are children differ much grace and harmony of movements, whose hands, at the same time extremely helpless and do not know how to cope with the most primitive tasks by writing. Others have exceptional precision small movements (when writing letters rounded, smooth, do not get out of the line), however, these children may be baggy, clumsy, stumble on a level floor, dropping chairs.

The existence of such individual differences and quality for a long time and is well known as the fact that, in direct correlation with the proportion of the cash of the individual sides and motor skills is the ability of learning new motor skills of a different quality. One child is very easy and well learns fine and accurate work, but very tight mastering the exercises of rhythmic gymnastics, for example. Another easy dance moves are very difficult, for example, playing the piano. Of course, the selected motor and constitutional profiles correlate with each other. It is therefore appropriate to raise the question about the choice of adjustment methods and those and others that contribute to their further development and training.

Development of motor skills and abilities is not a passive "giving of" influences coming from outside and active psychomotor activity forming and exterior design and the very essence of motor exercises. Formation of motor skills is a whole chain of the successive phases of different meaning and qualitatively different mechanisms.

Among the many developing motor functions in primary school age occupy a special place function movement of the fingers.

The motor function of the fingers have a tremendous impact on the development of all the higher nervous activity of the child.

Actions with child objects have a great influence on the development of brain function.

"All the infinite variety of external manifestations of brain activity is reduced finally to only one phenomenon - muscular movement", - wrote IM Section. Strengthening the motor component of the effector link gaming, food and other basic reflex reactions strengthens. The construction of each movement is determined by the nature of the signal that caused it, and performed as a process of coordination of the elements of the movement. N.A.Bronshteyn and AV Zaporozhets believe that coordination of any motor act - from the most elementary to the complex such as writing and articulation - defined by the image or view the expected result action. The concept of action, N.A.Bronshteyn says, is "the leading invariant", which determines the course of the restructuring program of the motor act.

In the scientific literature, psychology, physiology, pedagogy to distinguish between two basic types of movements: voluntary and involuntary. Of course, both types are peculiar to children of primary school age.

Involuntary, simpler, fully reproduce the innate motor responses. Arbitrary, complex movements, once formed as a learned, they are a lot of life experience acquired on the skills, abilities. The complex motor acts elements of voluntary and involuntary movements are intertwined very closely and very difficult to differentiate them. In the case of multiple repetition of these components are transformed into "secondary arrangements" (ie, the study of dance movement, playing a musical instrument) and are beginning to be implemented without the active participation of the cerebral cortex.

In psychology, studies point to three main features of arbitrary action: 1) they are free from external stimuli; 2) are aimed at achieving some - any purpose; 3) anticipate the future (since the goal is to be achieved in the future). That is why psychologists have come to the conclusion that voluntary movements are not determined by external influences and driving force behind their development is the human decision making.

"Involuntary can be arbitrary, but this is achieved by means of the second signal system", - said Pavlov. LS Vygotsky wrote that the higher forms of regulation of human movements are born in the social communication of people. Individual development of voluntary movement begins with the fact that the child learns to subordinate his motion verbally formulated by adult standards.

Getting acquainted with the surrounding world, the child learns to distinguish between a plurality of objects and phenomena, their spatial, temporal and causal relationships. The information received by it from analizatorskih systems, including from the motor is subjected to sorting, analyzing, association, feeling different modalities merge into images of objects. This process is called IMSechenov objective thinking. The development of objective thinking in children aged 6-7 years is largely due to the development of its propulsion motor. The works of Sechenov draws attention to the fact that each reflex movement contains: eye movement control muscle movement in the arms and legs, etc. Hence, the process of allocating the corresponding reflexes in the brain and their subsequent integration into a complete image of the object implies participation of the motor analyzer.

This age is characterized by increased growth, reorganization of the endocrine system. There is a rapid puberty, and before it begins in girls, and then - in boys. This period is often marked functional disturbances caused by the rapid growth of the whole body, individual organs, as well as the instability of the autonomic nervous and endocrine systems.

In this age of fully formed character. This period is considered to be a difficult period of psychological development.

Each child is peculiar to its own path of development, depending on the individual characteristics of the organism, the external environment and other factors.

The main features are its child growth and development.

Physical development of children - is a complex of morphological and functional characteristics of the organism. To control the physical development necessary to evaluate changes in body size, physique, muscle strength and other factors.

In accordance with the periods marked unevenness childhood growth of certain parameters. After birth, there is a constant decline in the growth of individual indicators.

In an age dominated by the processes of growth, and the other - the processes of development of various organs. Adolescence or senior school during child development, age - from 12 to 17-18 years. It coincides with puberty. For quite a short period of time at the young men and women reproductive system matures, its morphological and functional state reaches that of the adults to 17-18 years.

In adolescence there is an intense sexual differentiation, due to the activities of the endocrine glands. Increased activity of the pituitary-gonadal and adrenal-pituitary relationships governing the development and formation of the sexual sphere. On the organization of the brain activity affects not only the maturation of its own structures, but also endocrine changes.

This period is characterized by a rapid increase in body size, a sharp change in the endocrine glands function. Prior to the onset of puberty gonadotropin in the blood of girls and boys low. Period of 1 year before the first signs of puberty are regarded as sexual infantilism stage. However, a slight and gradual increase in the secretion of pituitary hormones, and sex glands - the indirect evidence of maturation diencephalic structures.

The concentration of testosterone in the blood of boys aged 7-13 years is low, but increases significantly, since 15 years, with the stabilization of the hormone concentration to 20 years. In parallel with the pubertal development of the larynx occurs votes mutation - an important sign, indicating the degree of maturity of youth. In the ovaries of mature germ cells, the synthesis of many hormones (estrogen, androgen, progesterone).

Already in the 10-12 years against the background of a low content of estrogen on certain days celebrate its increase by 2-3 times. The closer menarche, the more often watch such a short-term increase in the excretion of estrogen. The average age of menarche - 12-13 years. In 16-17 years, most of the girls have a right ovarian menstrual-cycle.

Increasing the length of the body it is especially pronounced at puberty, so in 12-14 years old girls often outperform boys in physical development. During the "sprout jump", aged about 12 years, girls grow by about 8 cm per year. In boys, a "jump" happens later - about 14 years, when they grow by an average of 10 cm per year.

Significantly increase muscle strength and performance. Increasing motor and neuro-psychic activity, the intensive growth of the mass and length of the body require hard work of the endocrine glands, nervous system, and the high intensity of metabolic processes, which necessitates the introduction of additional nutrients. Accelerated physical and sexual maturity does not always go in parallel with the development of intellectual, physical maturation is faster and ends earlier.

Particular attention should be drawn to the heart with a variety of morphological variants of its development, the lability of heart rate, imperfection neurovegetative control. During this period, often meet the functional disorders of the cardiovascular and autonomic nervous systems ("youthful heart," "Youth hypertension" dyscirculatory disorder).

Widely distributed as eating disorders (obesity, degeneration) and gastrointestinal diseases (gastritis, duodenitis, peptic ulcer disease). With the onset of puberty reveal defects of the genital apparatus (dysmenorrhea, amenorrhea, etc.), May worsen infectious and allergic diseases, and tuberculosis.

Due to hormonal changes may be deviations in the functioning of the endocrine system (hypothyroidism or hyperthyroidism, etc.). Imbalance of hormonal influences, a temporary reduction of immune properties of the skin, enhancing the function of the sebaceous glands as in boys and girls is often accompanied by pustular diseases of the skin, especially on the face. This is a difficult period of psychological development, the desire for self-affirmation, often with a dramatic revision of the whole system of life values, attitude towards themselves, their parents and peers.

To determine the biological age using signs reflecting the process of biological maturation.

In adolescence, often choose a profession, it's time for self-determination and personal development, time of the adoption of gender and development of a sense of sexual satisfaction. Thinking becomes more independent, active and creative. Appears capacity for self-sacrifice, loyalty, trust.

It must be emphasized that each child is an individual characteristic of the biological pace of development, with its biological age can be to a certain extent different from his age peers.

Questions

1. The physical and mental development of children of primary school age (7 to 11 years);

2. In what is the specificity of mental development in the early school years?

3. What are the potential development opportunities in these times?

Lecture 11. General characteristics of children with disabilities. Classification of children with disabilities by Lapshin V.A., Puzanov B.P. Factors affecting the development of children with OB.

Objective: familiarization with the general characteristics of children with disabilities and classification of children with disabilities.

Plan:

1. General characteristics of children with disabilities.

2. Classification of children with disabilities by Lapshin VA, Puzanov BP

3. Factors affecting the development of children with disabilities.

Children with disabilities - children with various deviations of mental or physical plane, who are responsible for violations of the overall development, not allowing children to enjoy a full life.

 Synonymous with this concept may make the following definitions of these children: "children with problems", "children with special needs", "atypical children", "children with learning difficulties", "abnormal children", "exceptional children".

 The presence of a defect (lack of) is without prejudice to the wrong from the point of view of society development.

Hearing loss in one ear or loss of vision in one eye does not necessarily lead to a deviation in the development, since in these cases may be possible to perceive the sound and visual signals intact analyzers.

Thus, children with disabilities may be considered a violation of children's developmental needs in need of special (correctional) education and training.

According to the classification by V.A.Lapshin B.P.Puzanov to major categories of abnormal children include:

1. Children with hearing impairments (deaf, hard of hearing, late deafened);

2. Children with visual impairment (blind, visually impaired);

3. Children with speech impairments (lalopathy);

4. Children in violation of the musculoskeletal system;

5. Children with mental retardation;

6. Children with mental retardation;

7. Children with behavioral and communication;

8. Children with complex disorders psychophysical development, the so-called complex defects (deaf-blind, deaf or blind children with mental retardation).

Depending on the nature of the breach some defects can fully overcome in the process of development, training and education of the child such as the children of the third and the sixth group), others only to flatten, and some are just compensated. The complexity and nature of the breach of the normal development of the child is determined features of formation of the required knowledge and skills, as well as various forms of educational work with him. One child with developmental disabilities can only acquire basic general knowledge (reading by syllables and write simple sentences), and the other - are relatively limited in their capabilities (a child with mental retardation or hearing impaired).

The structure of the defect affects the practical activities of children. Some atypical children in the future have the opportunity to become highly qualified, others a lifetime will perform low-skilled work (for example, binding Cardboard manufacture, metal stamping).

Socio-cultural status of the child is largely determined by biological factors as heredity, and social environment of the child life. The development of personality characterized by unity and interaction of systems of biological and socio-cultural factors. Each child has their own unique inherent properties of the nervous system (strength, balance, mobility of the nervous processes, speed of formation, strength and dynamism of conditioned connections ...). From these individual characteristics of higher nervous activity (hereinafter - GNI) depend on the ability to master the social experience, the knowledge of reality, ie biological factors create prerequisites of human mental development.

Obviously, blindness and deafness have biological factors rather than social. "But the thing is - wrote Vygotsky - that the educator has to deal not so much with these biological factors, but to their social consequences" atypical complexity of the structure is the presence of a primary defect caused by biological factors, and secondary disorders arising under the influence of a primary defect in the subsequent kind of development on the pathological basis of example, damage the hearing aid to speech acquisition is the primary defect, and which came as a consequence of dumbness -. a secondary defect Such a child will be able to master the speech only in special education and education, making maximum use of intact analyzers: vision, kinesthetic sensations, tactile and vibration sensation.

Intellectual deficiency, which arose as a result of a primary defect - an organic lesion of the cerebral cortex, generates secondary disorders - deviations in the activity of higher cognitive processes (active perception and attention, arbitrary forms of memory, abstract logical thinking, connected speech), which become visible in the process of socio-cultural child development.

An important rule is the ratio of primary and secondary defect. Therefore LS Vygotsky wrote: "The further away a symptom of the underlying cause, the more susceptible the educational and therapeutic modality turns seemingly paradoxical situation:. Underdevelopment of the higher psychological functions and higher characterological structures, is a secondary complication of mental retardation and psychopathy, in fact, turns out to be less stable more amenable to more disposable than the underdevelopment of the lower or elementary processes directly caused by the defect. "Under this provision, Vygotsky, the further divorced between a primary defect of biological origin and secondary symptoms (disturbance in the development of mental processes) , the more effective the correction and compensation of the latter with the help of psycho-pedagogical and socio-cultural resources.

In the course of atypical development are manifested not only the negative aspects, but also the positive possibility of a child, which is the way the child's personality to adapt to a particular secondary defect. For example, children deprived of acutely developed sense of distance (the sixth sense), the distinction between a distant object while walking, auditory memory, touch, etc. Deaf children - mimic gestural communication.

This positive assessment of certain manifestations of the kind of atypical development - the necessary foundation for the development of the system of special training and education, building on the positive opportunities for children. Source of children with disabilities to adapt to the environment have stored are psychophysical function. Dysfunction of the analyzer are replaced by intensive functional capacity intact systems. Deaf child is using visual and motor analyzers. To become blind leading the auditory analyzer, tactile, olfactory sensitivity. Given the specificity of thinking of mentally retarded children, and relatively intact reserves of perception, in the educational process, preference is given visual materials, material and practical activities.

Thus, in the development of children with disabilities will be influenced by four factors.

1. Type (type) violations.

2. The extent and quality of the primary defect. Secondary deviation depending on the degree of violation may be - pronounced, mild and almost unnoticeable. The degree of severity of the deviation determines the uniqueness of atypical development. There is a direct correlation of quantitative and qualitative identity of secondary violations of atypical child on the extent and quality of the primary defect.

3. The period (time) of occurrence of a primary defect. The sooner we have the pathological effects, and as a consequence - the damage of speech, sensory or mental systems, in order to be more pronounced rejection of psychophysical development. For example, a child born blind no visual images. Representations about the world he will be accumulated using intact analyzers and speech. In the case of vision loss in preschool or early school age, the child will retain visual images in the mind that gives him the opportunity to explore the world, comparing their new experience with preserved images of the past. When vision loss in older school age are characterized by sufficient representation vividness, brightness and stability that makes life easier for such a person.

4. Operating conditions of socio-cultural, psychological and pedagogical environment.

The success of the development of abnormal child largely depends on prompt diagnosis and early initiation (from the first months of life) correction - rehabilitation work with him.

The cause for the development of children

What can affect the appearance of abnormalities in the child's development? Experts identify two main factors that are considered the main causes of defects in the child's development:

-heredity;

-environmental factors.

If a hereditary disease medicine tries to identify in the early stages, then environmental factors complicated, since they foresee is very difficult. Below them is meant, firstly, various infectious diseases, trauma and poisoning. By the time their impact on the body experts define the pathology:

-prenatal (intrauterine);

-Natal (in childbirth);

-postnatal (after birth).

Secondly, on the development of the child significantly affects such factors as the social environment in which it grows. If it is unfavorable, then at some point we can say in the child's development of such problems:

-emotional deprivation;

-pedagogical neglect;

-social neglect.

So what is the deviation in a child's development? This violation had psychomotor functions, which arise at the adverse effects of various factors on his brain. As a result, these types of isolated abnormalities in the development of children:

-Physical.

-Mental.

-Pedagogical.

-Social.

The group of children with physical disabilities include those who have illnesses that hinder their activities, as well as children with impaired vision, hearing and musculoskeletal system.

The group with mental disabilities include children with mental retardation, mental retardation, speech disorders and emotional and volitional.

Group with teaching disabilities are those children who for some reason have not received secondary education.

Group with social disabilities are those children who are the result of education has not been vaccinated function significantly affect their entry into the social environment, which is very evident in the behavior and consciousness while in a social group. Unlike the first three groups of social deviations (anger, phobias, apathy, hyperactivity, significant suggestibility) difficult to distinguish between the natural manifestation of the child's character. It is in these cases is very important therapeutic intervention not on it, and the prevention of possible deviations from the rules and regulations.

By the way, a gifted child - is also a deviation from the norm, and such children form a separate group.

So what is the norm for a child? It is primarily:

Its level of development corresponds to the majority of peers, among whom he is growing.

His behavior meets the requirements of society: the child is not antisocial.

It develops according to individual inclinations, with clearly overcomes negative influences on the part of your body, and environment.

Thus, the conclusion can be drawn as follows: not every child with disabilities from birth development are already the norm, and not the contrary, a healthy baby at birth is not always falls short of the standards as a result of development.

The child develops normally respectively at:

-proper operation of the cerebral cortex and;

-normal mental development;

-preservation of the sense organs;

-sequential learning.

The question may arise under these items for children with disabilities have available. Just define a moment that a child with a physical or mental defect should take full rehabilitation from the first days. This includes not only medical intervention, but also pedagogical correction. Through the combined efforts of parents (especially!), Doctors and teachers, many correctional pathology in mental development can be circumvented through compensatory processes which may have children with disabilities.

Not everything will be easy and smooth. However, a child with physical disabilities can and should be developed according to their age. To this end, it is only needed the help of experts and boundless love and patience of parents. Some progress possible in children with mental pathologies. Each case thus requires an individual approach.

WHAT PERIODS best demonstration Variations in physical and mental development of the child?

Each sensitive period determines the amount of knowledge and skills required to operate a child. Most experts believe that special attention should be given to the children during periods of crisis in their lives that fall on this age:

-preschool;

-primary school;

-adolescence.

WHAT child's behavior should be alerted to prevent the deviation in its development?

At preschool age:

As a result of pathogenic effects on the brain and the cortex disrupts the normal ratio of excitatory and inhibitory processes. If the child is difficult to control the brake reaction to the ban, he can not organize their behavior even in the game, this may be one of the signals that a child has developmental disorders.

The child fantasizes over or, on the contrary, is rather primitive in their stories when trying to get out of the predicament.

The child prone to simulate abnormal behaviors that may indicate mild suggestibility.

Infantile (immature) emotional manifestations in the form of loud screaming, crying or movements are not age-appropriate (popping feet).

Quick-tempered, impulsive behavior of any insignificant occasion, which leads to a quarrel or fight.

Full negativity, disobedience to a senior with a pronounced aggression, anger at the remark, prohibition or punishment.

In the early school years:

Low cognitive activity, which is combined with personal immaturity.

The negative attitude to the lessons, refuse to perform tasks with a desire to draw attention to themselves by means of rudeness, disobedience.

Available by the end of primary school age considerable knowledge gaps, which are accompanied by the unwillingness to learn.

Link and interest in what carries the aggression and brutality. Antisocial behavior.

On any prohibition or requirement of a violent response, which carries a conflict may runaways.

The desire for thrills as a result of increased thirst sensor.

In adolescence:

Infantile judgment, weak self-control and self-control functions, the lack of willpower.

The complex behavior, which is accompanied with infantile affective excitability.

Early sexual desire, propensity to alcoholism, vagrancy.

Full negative attitudes to learning.

Antisocial behavior that mimics inappropriately adult life.

Antisocial behavior in a child can cause not only birth defects, but the wrong upbringing, which is accompanied by a lack of control, antisocial behavior of family members or their brute authoritarianism.

the concept of "psyche" and "personality" is widely used in educational practice. Presenting an indissoluble unity as human personality suggests a highly organized mind, they have a different content. Mind - it is property of the brain, the subjective image of the objective world, on the basis and by means of which the orientation and behavior management. It is inherent in all living beings. But the man in the process of evolution, in addition to a direct reflection of external factors, there was a reflection mediated by concepts expressed by words, developed the ability to operate with these words, there was a consciousness as the leading level of regulation of behavior and activity and the basis of the formation of personality.

Personality, in contrast to the concept of "psyche" - the quality of the social system of man as the subject of human relationships, acquired in ontogenesis. Personality, as well as the psyche develops with varying degrees of intensity throughout life. The development - a common property shared nature and society as a whole and each person individually. Under development means a change, which is characterized by the transition from one state to a qualitatively different and more perfect. The process of personality development is inseparable from the development of the mind, but it is not limited to an aggregate of developing cognitive, emotional and volitional components characterizing the individuality of the person. The development of personality in its most general form is considered in psychology as a process of entering into a new social environment and integration therein.

Human personality begins to form in the first months of life. In the first year of life, personal characteristics of the child does not openly manifest, but they become visible by the end of the third year. In some of his actions and the actions focus appears, there is a need to bring it started to end. For example, during the game or performing other actions he can take independent decisions to abandon the proposed assistance, which is reflected in the saying "I myself."

By the beginning of school the child is already fully formed person. He is able to understand other people and to fulfill their requests, has standards of conduct, he develops self-esteem and aspirations, have become more pronounced characterological qualities.

In school, the process of personality development continues. Formed interests, abilities, needs, outlook, beliefs, life goals are defined, they will become resistant and character. By the end of schooling student identity becomes essentially complete character.

The decisive condition for the development of human personality is its multifaceted activities and communication with the child's personality is formed in a specific activity for him - the game, communication, teaching work. At the same time / activities are implemented developmental function only if it is provided motivational side, if a child develops sufficiently informed, persistent and strong internal motivation. Due to the fact that the activities of multifaceted, there are plenty of motives, different in content, is arbitrary and awareness, to encourage its implementation. The single interconnected system of activities and motives of their implementation constitute the psychological basis of personality development. Depending on the motivation of the child, formed and developed different personality traits. stable structure prevailing motifs system characterizes the orientation of the individual activity.

According to the views LS Vygotsky, the process of development of the child - is the process of interaction between real and ideal forms. The child is not just mastering the spiritual and material wealth of mankind. But the process is the development of ideal forms of development impossible.

Physical, mental and personal development of a child is a complex dynamics of the formation of organic, psychological and personality traits, which are interrelated and interdependent process. Along with the physical changes in the child's body is deep restructuring of the psyche, not only due to physiological factors, but largely psychosocial.

The formation of personality in adolescence and early adulthood particularly affected by situations of sexual maturation and are specific to each gender issues. Thus, the image of himself in the adolescent is formed depending on the degree of social reaction to the change in its physical appearance from others (approval, admiration, disgust, ridicule, contempt). Many crises in puberty in adolescence are associated with awkward or offensive attitude towards the youth of adults and peers. Teens feel more confident if they have a sense of personal identity. They want them to have anything like the others. It is estimated that about half of women and one third of young people in adulthood are concerned about the size of his body, figure and weight, fearing to remain too small or too large to become.

Of equal concern are the violations of body proportions. And boys and girls are concerned, for example, what their nose, short or long, seemingly long arms and much more. Knowledge of development helps to get rid of the feeling of inferiority. For this age is typically also the reluctance to admit such feelings because of the fear of being ridiculed by adults.

The above features of the psychosocial impact on children, and especially teenagers, between the age of maturation of different influence on the formation of their personality traits. In some cases, children successfully cope with the challenges of the transition period, in others - there are difficulties due to the different personality disorders moral and ethical, neurotic character, and so on..

A special role in the formation and development of personality plays its own activity. Moreover, the more developed a person is, the more active role it plays in the correction of internal and external factors affecting it. As emphasized known domestic psychologist SL Rubinstein, any effective educational work has its own internal condition educability work ethic and success of the work on the formation of human spiritual aspect of this depends on the inner workings of how he is in a position to encourage and guide.

This activity is manifested in self-education. Self-education is the highest form of the individual's participation in its development along with the more simple forms of self-development and self-improvement. Sources of self is not only external but also internal factors: the pursuit of any activity or follow any ideal, etc. The methods can be self-requirements of morality, desire to win recognition in the group, an example of influential people, etc....

A very productive concept of personality development suggested B.C. Mukhina. She believes that people as a historical subject in the ontogenetic development of the social heritage * * mental properties and the ability to actively * assigns the "spiritual culture that was created by humanity, whereby it becomes a personality. Central to this process is the formation of self-consciousness, so it is always at all stages of development of the individual phenomena should be involved that determine the construction of its structure.

According to her views, human consciousness evolves as follows: • 1 - a proper name plus a personal pronoun (of which there are identification with the body, with the physical appearance and the spiritual essence of the individual person); 2 - claim to recognition; 3 - gender identity; 4 - psychological time personality: self-existence in the past, present, future; 5 - a social space: the duty and right.

The structure of the universal consciousness of the person (although the representatives of different peoples at every historical stage, it has its own specific content and its methods of its transmission to a new generation) and is formed as follows.

- Name your own in the process of individual development is the first crystal of personality around which later formed the conscious man own essence.

- The claim for recognition. It starts at an early age and gradually takes for a person personal sense, which contributes to self-development, the assertion of individuality, diverse achievements. -

- Gender identity. Each culture has its own specific focus on education of the child identity themselves as male or female. His sex of the child begins to assimilate with the family. The stereotypes of male and female behavior are included in the self-consciousness through the experience and identification with the same sex.

- Psychological time of personality - the ability to present the correlation of itself with itself in the past and the future - the most important positive education developing personality, providing its full existence. Highly individual in his personal past, present and future, and includes historical past of his people, and the future of their country. Man as if it incorporates an addition to their individual destiny and individual life.

- The social space of the person includes the rights and responsibilities - that directs us to live in society. Being in the social space provided moral sense, which is summarized in the everyday relations between people in the word "should".

As for the disabled children, the violation of their existing physical or mental disabilities make to the process of becoming a child as a person considerable originality. Each type of abnormal development has its own specific features, but for all kinds of variations is a violation of the dominant verbal communication, ability to receive and process information. For this reason, children with developmental disabilities experience great difficulties in learning, particularly in the study of the native language, reading, development of various skills and abilities that affect their intellectual development and formation of the communicative qualities.

Have abnormal children and adolescents is often seen as the revaluation of their own forces and capabilities, and their underestimation. For this reason, people with developmental disabilities is easy to fall under foreign influence. Man with developmental disabilities are almost always in some form feels his disadvantage arising from his fault, which exacerbates his feeling of inferiority.

On the qualitative characteristics of the child's development affects the degree, time of occurrence of a primary defect and the age at which it was purchased. The general rule here is that the sooner the damage occurred, the greater manifested malformation. Therefore, it is important to promptly detect a deviation in the personal development of the child and to provide the necessary assistance.

It should also be borne in mind that the development of a child with disabilities takes place in a confined space is full communication with peers and adults, that promotes the development of secondary autiza-tion and development of egocentric installations. Children with developmental disabilities are often brought up in the conditions of overprotection by parents and close relatives. Due to the fact that the child has broken one or another vital function, he attributed the phenomena of "PLO-hosts", "weak", no attention is paid to the development of his interests, desires, that ultimately leads to a psychological disability, which in its turn aggravates his physical defects. Growing up, a child is not capable of independent life, but not in connection with the presence of a defect, but because of the delay in the formation of necessary personal qualities.

Children and adolescents with life's limits, including in the social environment, faced not with an idealized and with reality, which appear as a natural phenomenon, and casual, both positive and negative, both moral and immoral, to perceive which they are unprepared. Hence the importance and specific focus, issues of formation and development of their resilience to traumatic situations and raise the psychological immunity immunity to negative behaviors of others.

The development of the human person - a complex, multifaceted process of assimilation of its social and historical experience, in which there are constant changes in the physical, social, moral, and other areas. Despite the fact that the dynamics of normal and abnormal development of the child the individual is subordinated to one general laws, every kind of anomaly is different. The development of the child's personality affect the character of the existing defect, the severity of violations of individual mental processes and functions, age and compensatory abilities of the child, the living conditions and education and a number of other factors.

At the same time, from the point of view of modern scientific approach, the child's body, his health, personality traits - a single, holistic education. Therefore, an expert on social rehabilitation should have a clear understanding of the laws governing the development of mind and personality as a system approach to the development of the individual child with disabilities in the process of social rehabilitation of the complex, student-centered, present in his mind the personal qualities that should have a child, as an adult and to apply in this regard, adequate exposure.

Questions:

1. List the major categories of abnormal (atypical) children.

2. What is the complexity of atypical patterns of development?

3. What factors influence the psycho-physical development of children with special educational needs?

4. Main factors and conditions of mental and personality development of the child

5. Secondary violations in the psyche as a result of the impact of social factors

Lecture 12. The etiology and pathogenesis of the various forms of developmental disorders.

Objective: The relevance of the etiology and pathogenesis of the various forms of developmental disorders.

Plan:

1. Etiology and pathogenesis

2. Reasons of deviation in development

Etiology (literally-the doctrine of the reason), a term used only in medicine in the sense of the doctrine of the "causes" of disease. Under the general banner Ethyol. factors usually appear and the grounds and the reasons for it, b, and a variety of related conditions conducive to their emergence, and finally a variety of reasons to exercise more or • a b-no. Attempts to differentiation of all these, so different in their theoretical and practical factors znachoniyu although I found, but due to the wrong methodological orientations do not lead to any satisfactory results. So for example. Martius (Martius) came to the conclusion that the sole cause of any disease is a • constitution of the sick, on which Bauer (J. Bauer) quipped that according to this theory is the cause of burn skin. Bauer himself distinguishes between mandatory and optional conditions and causes, and causes the value recognizes only a factor that can not be replaced by any other; He refuses to recognize the cause of pneumonia, colds, as an injury or other factor may appear in some cases instead of cold.

Pathogenesis (pathos - "suffering" + genesis - "emergence") - the doctrine of the mechanisms of disease and pathological processes. Pathogenesis largely depends on the etiologic factors that are triggering mechanism, and in some cases are critical throughout the illness. Examples include endocrine, hereditary diseases, most infectious diseases. Pathogenesis study at both the origin and development and the completion stage of the disease.

By reason of deviation in development, as indicated by the EM Mastyukova understand the impact on the body adverse external or internal factor, which determines the specific lesion or developmental disorders of psychomotor functions. Almost any more or less long-term adverse effects on the developing brain of a child can lead to deviations in psychophysical development. Their effects will be different - depending on the time of the negative effects of its length, the body structure of hereditary and particularly central nervous system (CNS) as well as socio-cultural conditions to those in which the child is brought. All of these factors in combination determine the leading defect that may manifest itself in the form of intelligence failure, speech, vision, hearing, motor skills disorders of emotional and volitional behavior.

The defect (from the Latin defectus -. Defection, decay, lack of) development - a physical or mental defect, causing disruption of the normal development of the child, that does not mean only the presence of negative symptoms. He does not deny some positive trends in the development of abnormal children who depend on external conditions, such as the appropriate training, and are the result of the child's adaptation to the environment (natural compensation). For example, a blind child exacerbated hearing, touch, smell and thermal sensitivity, help him to navigate in space. Deaf child picks up movement, music by vibrating sensations.

Thus, the nature of mental and physical development, different from the norm leads to a significant qualitative features of the formation of the child's personality. In the first place, it is relying on better preserved function that allows you to overcome the conditions of the special education or the most biologically smooth due to failure.

In some cases, there may be several violations, then talk about the complex defect (blind-deaf dumbness). Complicated defect characterized by a combination of two or more violations to the same extent determine the structure of the atypical child development and challenges in implementing educational practices in relation to it. When complex defects can be released leading or major violations and complicating his frustration. Lead and complicating defects may have the character of damage or underdevelopment. Often they are combined.

Feature of a child's brain is that even his small lesion is not partial, local as can occur in adults, and has a negative effect on the whole process of maturation of the central nervous system (53). It defines the uniqueness of the child's development. For example, increasing the size of one of the ventricles of the brain causes an increase in intracranial pressure that causes hyperactivity, hyperexcitability child. This, in turn, leads to the breakdown of perception, attention, memory and thinking.

Defects can be differentiated (from the Latin differentia -. The difference, division, dismemberment) with respect to time occurrence on congenital and acquired. At birth defects adverse effects on the body occurs in utero (prenatal) or during labor and delivery (natal). Acquired defects are the result of pathological factors after birth (postnatal).

The occurrence of abnormalities associated with the effect of various environmental factors and hereditary effects. The former include various infections, intoxication, injuries. Depending on the time of exposure is isolated prenatal pathology - exposure in utero (mother's diseases: measles, rubella, chicken pox, hepatitis, influenza, bruised fruit, hypoxia, incompatibility Rh factor of mother and fetus, fasting mother, alcoholism, drug addiction) natal pathology - lesions at delivery (forceps wrong fetal head, asphyxia, clinical death) and postnatal - adverse effects after birth (infectious disease: encephalitis, meningitis; inflammatory diseases of the brain - as a consequence of the transferred measles, scarlet fever, chicken pox, cranio injuries, somatic diseases, which do not allow the child to learn how ordinary children).

The consequences of intrauterine infections of the nervous system include microcephaly, hydrocephalus, spastic (increased muscle tone), paralysis and paresis, obsessive involuntary movements (hyperkinesia).

The second group (hereditary), transmitted through the chromosomes of parents (now it is 6-7 children per 1,000 live births) include: mental retardation (50%), blurred vision, hearing, speech, locomotor system. Usually this complex defects. The most striking example of chromosomal imbalance is disease - Down's syndrome ( "mongolism") when chromosomal human cells lacking one or has an extra chromosome (21th). In this disease the prevailing intellectual disabilities are imbecility and idiocy. Such people are usually good-natured, affectionate, friendly. The originality of the appearance and the presence of characteristic physical features of children with Down syndrome was the reason for physicians as NB notes Lurie, nothing to talk about the diagnosis and recognition of such patients. They often are stunted; the head they usually have a circular shape; neck flattened, chamfered. Face several flattened. The nose is short, small, with a depressed nasal bridge. Cheeks wide, round, often covered with a blush. The lower jaw protrudes. There is an increased secretion of saliva. Lips thickened. Language wide, large and often protruding from the half-open mouth. In most cases, it is riddled with deep furrows, for which he received the name of the geographical. Eye slit placed obliquely above the inner corner hangs a skin fold - epicanthus. Hands and fingers are short - clumsy. In addition, , hair loss, muscle hypotonia, and "laxity" of the joints, so that these people can, for example, throw a leg over the head. Occurrence: 1 in 600 newborns. The risk of having a child with this disorder is greatest when women aged 35 years and older.

By hereditary disorders also include genetic diseases, when the number and structure of chromosomes remain unchanged. A gene is a microsite of the chromosome that controls the development of a specific hereditary trait. gene stability is high, but not absolute. Under the influence of unfavorable external influences (radiation) gene can mutate and further development program feature on pathological basis. If struck by a single locus (microsite) chromosome, say the monogenic forms of abnormal development, if more - polygenic forms.

The above reasons psychophysical developmental disabilities are organic, because organic cause damage of the cerebral cortex. Defects can be caused by the development and functional reasons: the socio-cultural and psycho-pedagogical neglect, lack of emotional and verbal communication with an adult child, bilingualism in the family, the speech of others. In this case, there will be a deficiency of development.

Each type of abnormal development, according to B.P Puzanov, characterized by systemic manifestations, which are distinguished primary and secondary deviation.

For example, a primary defect may be a lesion of the cerebral cortex of various localization, secondary - violation in the development of mental and physical processes, and tertiary - the deviation in the emotional-volitional sphere, the formation of personal qualities. Secondary and tertiary structure of the deviation depends on the nature of the defect, and driving them is caused. For example, children with impaired hearing will be observed violation of an understanding reverse speech, the slow formation of the active vocabulary and connected speech. Secondary developmental disorders affecting primarily the most intensively developing in the preschool mental functions: speech, fine motor skills, spatial representation, arbitrary regulation of movements.

Undiagnosed developmental abnormalities such as mild sensory impairment, especially delayed the pace of mental development of the child, and may also promote the formation of secondary emotional and personality disorders in children (42). Such a child who is in regular school are often observed a situation of failure, low self-esteem, low aspirations.

Questions:

1. Give a definition of the defect.

2. Give examples of complex defects.

3. What is the difference between a primary defect of the secondary?

4. What groups of disorders or pathologies emit, depending on time of influence of adverse factors?

5. What kind of pathological factors may act on the child's body in the prenatal period?

6. List the reasons natal pathology.

7. What are the adverse factors may cause malformations of the body of the child after birth?