Formation cognitive interests of children with special educational needs through Eidetics
Methods of forming the cognitive interests of preschool children with special educational needs. Positive aspects of the use of Eidetic in working with preschool children with special educational needs. Activity of the neurodynamics of brain activity.
| Рубрика | Педагогика |
| Вид | статья |
| Язык | английский |
| Дата добавления | 21.09.2022 |
| Размер файла | 46,6 K |
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- techniques of learning detailed information, which includes mnemonics, chain, and acro verbal techniques are effective for memorizing formulas, foreign language vocabulary, tables, etc. Mnemonics provide changes in the type of information flow. The chain technology allows you to select associations consistently (in a chain). The essence of the acroverbal technique is to turn information into humorous and fascinating phrases (texts, poems).
All eidetic methods and techniques are aimed at the development of memory, reproduction, and active use of various knowledge. At the same time, eidetic methods allow the child to overcome different levels of difficulty while performing several tasks, forming positive self-esteem. Eidetic methods and techniques reduce learning time and develop figurative memory, language, and observation. Thanks to these techniques, tasks become easy and accessible for children, and a positive atmosphere of cognitive activity is created, preventing fatigue.
The methods and techniques are based on the combination of components such as children's imagination and positive emotions. Their synthesis promotes the assimilation and subsequent reproduction of a variety of verbal and digital information. Thanks to this, a cheerful atmosphere is created in the classroom. Learning material becomes mobile and accessible, information is distributed taking into account the educational needs and capabilities of each student. Pedagogical experience in the use of methods and eidotechnics has proved that they enhance the development of various types of attention and thinking, imagination, memory. Their use helps translate information that is incomprehensible to children with SEN into an accessible and understandable format. Due to Eidetic, various analyzers are involved in cognitive activity at the same time. The child can see and hear and touch, smell, and even taste. At the same time, children's acquisition of new knowledge is based on already well-known images. Thus, Eidetic creates a boundless play space for the development of children's imagination [2].
Children with SEN may have a partial visual and auditory perception, lack of planning and performing complex movements, which negatively affects their cognitive interest. In addition, the pathogenesis of significance in this process is the lack of formation of spatial representations, which are directly related to constructive thinking. Thus, children have difficulty completing the task with geometric shapes and patterns. They cannot define the shape, they cannot establish symmetry, and they have problems connecting parts of figures. At the same time, children with SEN can perform tasks that involve assembling pictures from parts without special effort when it comes to depicting one object.
However, it should be noted that when working with complicated tasks they make mistakes. Experts emphasize that when performing tasks, children need an adult's help, at all stages from organizing their cognitive activity to a visual demonstration of the sequence of performance [8, p. 49-57].
Eidetic promote the harmonious development of both hemispheres of the brain, the child becomes more active and his/her psyche more stable. The introduction of Eidetic into the educational process takes into account the peculiarities of the psychophysical development of a child with SEN, his/her character, behavior style. All child's functioning analyzers are involved in the cognitive process using Eidetic, thanks to which a child can not only see but also touch, hear, taste, smell. The child acquires new knowledge using well-known images, which create comfortable conditions for him/her to learn about the surrounding world.
CONCLUSIONS
Thus, the methods and techniques of Eidetic are effective factors in shaping children's cognitive interest. The basis of these methods and techniques are free associations connected with subject images; geometric shapes; color, tactile, subject, sound, and taste associations. Their main conceptual principles are that memorizing verbal and digital information should be quick and easy to remember, including positive thinking and a good mood. All meth ods and techniques of Eidetic are aimed at the development of language, figurative thinking, memory, imagination, and attention. Their use creates a psychological situation of success, improves the neurodynamics of brain function, enhances children with SEN cognitive activity, and mastery of a variety of verbal and digital information.
REFERENCES
1. Budnyk O., Mazur P., Matsuk L., Berezovska L., Vovk O. Development of professional creativity of future teachers (Based on comparative research in Ukraine and Poland). Amazonia Investiga, 10 (44) (2021), 9-17. doi: 10.34069/AI/2021.44.08.1
2. Eidetics as a means of preparing a child for school. Edited by M.L. Kryvonis, O.L. Drobotiy, Ranok Publishing House, 2012. (in Ukrainian)
3. Nikolaesku I., Budnyk O., Bondar V., Tepla O., Berezovska L. Pedagogical Management in Inclusive Process of the Educational Institution. Amazonia Investiga, 10 (39) (2021), 76-85. doi: 10.34069/AI/2021.39.03.7
4. Perepelytsya T.O. Eidetics: Teach a student to learn. Methods of effective memorization by educational technology “School of Eidetics". FEL, Dnepropetrovsk, 2011. (in Ukrainian)
5. Polovina O., Nagorna T. Formation of the pedagogical culture of parents of senior preschool age children using Eidetics. Scientific journal А'ОГОЕ. The art of scientific thought, 4 (June) (2019), 107-109. (in Ukrainian)
6. Syeda A. A., Neelofura S., Moranb A., O'Reilly G. Investigating the potential clinical utility of therapeutic techniques based on eidetic imagery as adapted by the Eidetic Model of Growth (EMG) for people with intellectual disability (ID). Heliyon, 6 (10) (2020). doi: 10.1016/j.heliyon.2020.e05115
7. Vasianovych H., Budnyk O., Klepar M., Beshok T., Blyznyuk T., Latyshevska K. Pragmatism in Philosophy of Inclusive Education Studies and Problems of Teacher Training. Revista Inclusiones, 7 (4) (2020), 59-73.
8. Zvonarenko T. E. Peculiarities of cognitive activity of senior preschool-age children with mental retardation. Materials of the All-Ukrainian scientific-practical conference "Practical communication cases in an inclusive educational environment", Borys Hrinchenko University of Kyiv, Kyiv, 2019. (in Ukrainian).
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