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ZPR is a partial (partial) underdevelopment of higher mental functions. Key features: immaturity of the emotional-volitional sphere, underdevelopment of cognitive activity. A characteristic feature is partiality, focal lesion, and not monotony as with mental retardation. And also the temporary nature of the disease.

Underdevelopment of the emotional-volitional sphere is usually expressed in a lack of motivation for communication, emotions are developed to the “previous” age, increased suggestibility, quick nervous exhaustion, shallow imagination, with a general impoverishment of game activity, bright emotional enthusiasm.

Underdevelopment of the cognitive sphere is expressed in the lack of motivation to learn, lack of curiosity, the search for easy ways, the proposal of the first solution that comes across and not the desire / inability to think about other options.

With ZPR, all the functions of higher nervous activity begin - memory, speech, thinking, will, emotions, attention, imagination.

The causes of ZPR can conditionally be divided into three groups:
1. Focal lesions of the central nervous system, central nervous system insufficiency caused by some problems, such as: intrauterine growth pathology (prolonged hypoxia), childbirth pathology (premature placental abruption, the use of mechanical stimulation, etc.), diseases in the first 3 years of life.
2. Chronic diseases, frequent hospitalization, a special regime of physical health.
4. Long-term sociocultural deprivation - dysfunctional, asocial family or orphanage.
5. Prolonged or excessively strong exposure to traumatic factors. Including hyperprotection.

According to various estimates, from 80 to 90% of all cases of ZPR relate to cerebroorganic lesions. Those. ZPR caused by focal brain lesions. This is the most severe form of ZPR. But it’s easier to diagnose.

What do parents need to know?
At first  the fact that ZPR is diagnosed no earlier than 5-7 years. Prior to this, the diagnosis is conditional, exemplary - the development of preschoolers occurs spasmodically and quite significant differences with the average norm are allowed. The individuality of the pace of development does not allow a specialist to make a diagnosis at a younger preschool age.

Moreover, the younger the child, the more difficult it is to suspect ZPR. In children under three years old, it is correct to suspect ZPR only when very serious, unambiguous signs are detected.

However, if the child is found to be lagging behind the norms, the specific behavior by which an assumption is made about developing ZPR - adequate measures should be taken. It is important to understand - ZPR never passes "on its own", "just with age." This is not puberty pimples, this is an underdevelopment of brain functions.

Secondly, ZPR this condition is not permanent, with timely, competent correction, children progress up to an absolutely normal state of the psyche and intelligence.

Thirdly, dear parents, if your child has ZPR, in the vast majority of cases, he really will be better off in the first years of studying in special KRO classes or in a special school. Your child is not like everyone else and if you just pretend that it is not, the problem will not resolve itself. On the contrary, it is precisely because of the obstinacy of the parents that the children suffer - the correction was not made on time, forever in the sensitive period and time.

If a child with ZPR enters the KRO class or special school from the first grade, in most cases he is ready to return to mass classes in high school and the children's diagnosis of ZPR does not affect his future life. If a child with ZPR is in elementary school in mass classes, then intellectual and mental abilities are practically not restored. And even if, by high school, parents recognize the child’s problems and give him corrective education, the chances of restoring abilities are minimal.

Fourth, take care of the correct and accurate diagnosis. Not always a neurologist from the district clinic can make a really correct diagnosis for ZPR. Refer to specialists working specifically for intellectual disabilities, not general practitioners!

What is ZPR?

These three ominous letters are none other thandelay mental development. Sounds not too nice, right? Unfortunately, today in a child’s medical records one can often find such a diagnosis.

Over the past few years, there has been increased interest in the problem of ZPR, and there has been much debate around it. All this is due to the fact that in itself such a deviation in mental development is very ambiguous, it can have many different premises, causes and effects. The phenomenon, complex in its structure, requires close and thorough analysis, an individual approach to each specific case. Meanwhile, the diagnosis of ZPR is so popular among doctors that some of them, based on the minimum amount of information and relying on their professional instinct, with unjustified ease put their autograph under it, often without thinking about the consequences. And this fact is already quite enough to get acquainted with the problem of ZPR closer.

What is suffering

ZPR belongs to the category of mild deviations in mental development and takes an intermediate place between the norm and pathology. Children with mental retardation do not have such severe developmental disabilities as mental retardation, primary underdevelopment of speech, hearing, vision, and the motor system. The main difficulties they experience are primarily related to social (including school) adaptation and learning.

The explanation for this is the slowdown in the pace of maturation of the psyche. It should also be noted that for each individual child, ZPR can manifest itself in different ways and differ both in time and degree of manifestation. But, despite this, we can try to highlight the range of developmental features characteristic of most children with ZPR.

Researchers call the most striking sign of ZPRimmaturity of the emotional-volitional sphere; in other words, it is very difficult for such a child to make a strong-willed effort on himself, to force himself to perform something. And from here inevitably appearattention disorders: its instability, reduced concentration, increased distractibility. Attention disorders may be accompanied by increased motor and speech activity. Such a complex of abnormalities (impaired attention + increased motor and speech activity), not complicated by any other manifestations, is currently referred to by the term “attention deficit hyperactivity disorder” (ADHD).

Impaired perception expressed in the difficulty of building a holistic image. For example, it may be difficult for a child to recognize objects he knows from an unfamiliar perspective. This structural perception is the cause of insufficiency, limitation, knowledge about the world. The speed of perception and orientation in space also suffer.

If we talk aboutmemory features  in children with ZPR, one regularity is found here: they memorize visual (non-verbal) material much better than verbal. In addition, it was found that after a special training course in various memory techniques, the performance of children with ZPR improved even compared to normally developing children.

ZPR is often accompanied byspeech problems primarily related to the pace of its development. Other features of speech development in this case may depend on the severity of the ZPR and the nature of the underlying disorder: for example, in one case it can only be some delay or even compliance with the normal level of development, while in another case there is a systemic underdevelopment of speech - violation of its vocabulary grammar side.

In children with ZPR observedlag in the development of all forms of thinking; it is detected primarily during the solution of tasks on verbal-logical thinking. By the beginning of schooling, children with ZPR do not fully possess all the intellectual operations necessary for completing school tasks (analysis, synthesis, generalization, comparison, abstraction).

At the same time, ZPR is not an obstacle to the development of general educational training programs, which, however, require some adjustment in accordance with the peculiarities of the child's development.

Who are these children

The answers of experts to the question of which children should be assigned to the group with ZPR are also very ambiguous. Conventionally, they can be divided into two camps.

The former adhere to humanistic views, believing that the main causes of ZPR are primarily socio-pedagogical in nature (dysfunctional situation in the family, lack of communication and cultural development, difficult living conditions). Children with ZPR are defined as unsuitable, difficult to learn, and pedagogically neglected. This view of the problem prevails in Western psychology, and recently it has become widespread among us. Many researchers provide evidence that mild forms of intellectual underdevelopment tend to concentrate in certain social strata, where parents have an intellectual level below the average. It is noted that hereditary factors play a significant role in the genesis of the underdevelopment of intellectual functions.

Probably the best way to take into account both those and other factors.

So, as the reasons leading to delays in mental development, domestic experts M.S. Pevzner and T.A. Vlasov distinguish the following.

Adverse pregnancy:

• maternal illness during pregnancy (rubella, mumps, flu);
• chronic diseases of the mother (heart disease, diabetes, thyroid disease);
• toxicosis, especially the second half of pregnancy;
• toxoplasmosis;
• intoxication of the mother's body due to the use of alcohol, nicotine, drugs, chemicals and drugs, hormones;
• incompatibility of the blood of the mother and baby by Rh factor.

Pathology of childbirth:

• injuries due to mechanical damage to the fetus when using various means of obstetrics (for example, the application of forceps);
• asphyxia of newborns and its threat.

Social factors:

• pedagogical neglect as a result of limited emotional contact with the child both in the early stages of development (up to three years) and in later age stages.

Delay types

The delay in mental development is usually divided into four groups. Each of these types is caused by certain reasons, has its own characteristics of emotional immaturity and cognitive impairment.

The first type is ZPR of constitutional origin. This type is characterized by a pronounced immaturity of the emotional-volitional sphere, which is, as it were, at an earlier stage of development. Here we are talking about the so-called mental infantilism. It must be understood that mental infantilism is not a disease, but rather a certain set of pointed character traits and behavioral features, which, however, can significantly affect the child’s activities, primarily educational, his adaptive abilities to a new situation.

Such a child is often not independent, is difficult to adapt to new conditions for him, is often very attached to his mother and in her absence feels helpless; he is characterized by an increased mood background, a violent manifestation of emotions, which are very unstable at the same time. By school age, such a child still has play interests in the foreground, while normally they should be replaced by educational motivation. It is difficult for him to make a decision without outside help, make a choice or make any other volitional effort on himself. Such a baby can behave cheerfully and directly, his developmental lag is not striking, but when compared with peers, he always seems a little younger.

To the second group - somatogenic origin  - include weakened, often sick children. As a result of a long illness, chronic infections, allergies, congenital malformations, a mental retardation may form. This is due to the fact that during a long illness, against the background of general weakness of the body, the baby’s mental state also suffers, and, therefore, cannot fully develop. Low cognitive activity, increased fatigue, dullness of attention - all this creates a favorable situation for slowing the pace of development of the psyche.

This also includes children from families with hyper-care - an excessively increased attention to the upbringing of the baby. When parents take too much care of their beloved child, do not let him go one step, they do everything for him, fearing that the child may harm himself, that he is still small. In such a situation, close ones, considering their behavior as an example of parental care and guardianship, thereby prevent the child from showing independence, and therefore - knowing the world around him, forming a full-fledged personality. It should be noted that the situation of hyper-custody is just very common in families with a sick child, where pity for the baby and constant anxiety for his condition, the desire to supposedly make his life easier, turn out to be bad helpers.

The next group is ZPR of psychogenic origin. The main role is given to the social situation of the development of the baby. The cause of this type of ZPR are dysfunctional situations in the family, problem education, mental trauma. If there is aggression and violence in the family towards the child or other family members, this may entail the prevalence of traits in the character of the baby, such as indecision, lack of independence, lack of initiative, timidity and pathological shyness.

Here, unlike the previous type of ZPR, there is a phenomenon of hypo-care, or insufficient attention to the upbringing of the child. The child grows up in a situation of neglect, pedagogical neglect. The consequence of this is a lack of understanding of moral standards of behavior in society, inability to control one’s own behavior, irresponsibility and inability to answer for one’s actions, and insufficient knowledge of the world around.

The fourth and last type of ZPR is of cerebro-organic origin. It is more common than others, and the prognosis of further development for children with this type of ZPR compared with the previous three is usually the least favorable.

As the name implies, the basis for distinguishing this group of ZPR are organic disorders, namely, failure of the nervous system, which can be caused by pregnancy pathology (toxicosis, infections, intoxication and trauma, Rhesus conflict, etc.), prematurity, asphyxiation, birth trauma, neuroinfection. With this form of ZPR, there is the so-called minimal cerebral dysfunction (MMD), which is understood as a complex of mild developmental disorders that manifest themselves, depending on the specific case, very diverse in various areas of mental activity.

MMD researchers identified the followingrisk factors for its occurrence:

• the late age of the mother, the height and weight of the woman before pregnancy, beyond the age norm, the first birth;
• pathological course of previous birth;
• chronic maternal diseases, especially diabetes, Rhesus conflict, preterm birth, infectious diseases during pregnancy;
• psychosocial factors such as unwanted pregnancy, risk factors for a big city (daily long road, city noises);
• the presence of mental, neurological and psychosomatic diseases in the family;
• pathological delivery with forceps, cesarean section, etc.

Children of this type are distinguished by weak manifestations of emotions, poverty of imagination, disinterest in evaluating themselves around.

About Prevention

The diagnosis of ZPR appears on the medical record most often closer to school age, 5-6 years old, or even when the child is directly faced with learning problems. But with timely and competently constructed correctional-pedagogical and medical assistance, partial and even complete overcoming of this deviation in development is possible. The problem is that diagnosing ZPR in the early stages of development seems rather problematic. His methods are based primarily on a comparative analysis of the development of the child with norms appropriate to his age.

Thus, in the first placepreventive maintenance. The recommendations on this subject are no different from those that can be given to any young parents: this is, first and foremost, creating the most favorable conditions for pregnancy and childbirth, avoiding the risk factors listed above, and of course, paying close attention to the development of the baby from the very first days of his life. The latter simultaneously makes it possible to recognize and correct deviations in development in time.

First of all, it is necessary to show the newborn to a neurologist. Today, as a rule, all children after 1 month are sent for examination to this specialist. Many get directions directly from the hospital. Even if the pregnancy and the birth were perfect, your baby feels great, and there is not the slightest cause for concern - do not be lazy and visit a doctor.

The specialist, having checked the presence or absence of various reflexes that are known to accompany the child throughout the entire period of newborn and infancy, will be able to objectively assess the development of the baby. Also, the doctor will check vision and hearing, note the features of interaction with adults. If necessary, she will prescribe neurosonography, an ultrasound scan that will provide valuable information on the development of the brain.

Knowing the age indicators of the norm, you yourself can follow the psychomotor development of the crumbs. Today on the Internet and in various print publications you can find many descriptions and tables, which show in detail what a baby should be able to do at one or another age, starting from the first days of life. There you can find a list of behavioral patterns that should alert young parents. Be sure to read this information, and if there is even the slightest suspicion, immediately go to the doctor's appointment.

If you have already received an appointment, and the doctor found it necessary to prescribe medications, do not neglect his recommendations. And if doubts do not rest, or the doctor does not inspire confidence, show the child to another, third specialist, ask questions that concern you, try to find the maximum amount of information.

If you are confused by the medicine prescribed by the doctor, do not hesitate to inquire about it in more detail, let the doctor tell you how it works, what substances are included in its composition, why exactly your child needs it. Indeed, for an hour under threateningly sounding names, relatively “harmless" drugs are hidden that play the role of a kind of vitamins for the brain.

Of course, many doctors are reluctant to share such information, not without reason believing that there is no need to devote people who are not related to medicine to purely professional matters. But trying is not torture. If it was not possible to talk with a specialist, try to find people who have encountered similar problems. Here again, the Internet and related literature will come to the rescue. But, of course, you should not take on faith all the statements of parents from online forums, because most of them do not have a medical education, but only share their personal experiences and observations. It will be more effective to use the services of an online consultant who can give qualified recommendations.

In addition to visiting medical offices, there are several points regarding the interaction of parents with children, which are also necessary for the normal and full development of the child. The components of communication with the baby are familiar to every caring mother and are so simple that we do not even think about their enormous impact on the growing body. itbodily and emotional contact  with the baby. Bodily contact  implies any touch on the child, hugs, kisses, stroking the head. Since in the first months after birth, the baby has a very strongly developed tactile sensitivity, bodily contact helps him navigate in a new environment for him, to feel more confident and calm. The baby must be picked up, caressed, stroked not only over the head, but throughout the body. The touch of gentle parental hands on the baby’s skin will allow him to form the correct image of his body, adequately perceive the space around him.

A special place is given to eye contact, which is the main and most effective way of transmitting feelings. In particular, of course, this applies to infants who are not yet available other means of communication and expression of emotions. A good look reduces the anxiety in the baby, has a calming effect on him, and gives a sense of security. And, of course, it is very important to pay all your attention to the baby. Some believe that by indulging the whims of the baby, you thereby indulge him. This, of course, is not so. After all, a little man feels so insecure in a completely unfamiliar environment that he constantly needs confirmation that he is not alone, someone needs him. If the child does not receive attention in early childhood, this will certainly affect subsequently.

Needless to say, a baby with certain developmental disorders needs the warmth of her mother’s hands, her gentle voice, kindness, love, attention and understanding, a thousand times more than her healthy peers.

  Ekaterina Utkina
  Consultation "Mental retardation F 83"

Mental retardation F 83.

Mental retardation  in children and their correction are an urgent problem for children psychoneurology. Term «»   was proposed by G. E. Sukhareva back in 1959. Under mental retardation(ZPR)  understand the slowdown of a normal pace mental  maturation in comparison with accepted age norms. That is, when separate mental  functions lag behind development. ZPR begin in early childhood without a previous period of normal developmentare characterized by a stable course (without remissions and relapses, unlike mental disorders).

The concept « impaired mental function» widely used in Soviet psychologicaleducational literature until the 90s of the twentieth century, is now obsolete and replaced by the concept of "Disorders psychological development»   (ICD- 10 : F80-F89, using separate headings.

Causes of ZPR emit the following:

1. Biological:

Pregnancy pathology (severe toxicosis, infection, intoxication and trauma, fetal hypoxia of the fetus;

Prematurity;

Asphyxia and trauma during childbirth;

Infectious, toxic and traumatic diseases in the early stages child development;

Genetic conditioning.

2. Social:

Long-term restriction of the child’s life;

Adverse parenting conditions, frequent traumatic  situations in the life of the child;

Educational neglect;

Limited early childhood emotional contact development.

Impaired mental function  not inherited, but in some cases there is a genetic condition for central nervous system insufficiency.

There are two types of ZPR: medical and pedagogical.

Medical. Based on neurological analysis in young children, it was proposed to distinguish 2 types of ZPR based on underdevelopment.

Benign or non-specific.

Specific or cerebral organic developmental delay  associated with damage to brain structures and a partial lag of their functions.

Pedagogical.

ZPR constitutional origin

ZPR of somatogenic origin

ZPR psychogenic origin

ZPR of cerebral-organic origin.

Differences between children with mental retardation and mental retardation

Partiality, polysemy in development of all mental components  activities of the child. UO is characterized by diffuse, diffuse damage to the cerebral cortex.

Compared with UR, children with children with CRA have a much higher potential for development  their cognitive activities, especially higher of forms: thinking, communication, comparison, analysis and synthesis.

Unlike UO, in which mental functions suffer, in the case of ZPR, the prerequisites of intellectual the activities: attention, speech, phonemic hearing.

For development  all forms of mental activity of children with ZPR is characterized by a jump in its dynamics (attention in children of ZPR rises abruptly to the 3rd class)

When examining children with ZPR in conditions comfortable for them and in the process of purposeful upbringing and education, it was found out that children are able to cooperate with adults, which is not observed in children with MA.

Game activity for children of ZPR, in contrast to UO, is more emotional.

Game presentation of a task increases the productivity of children with ZPR while UR it can serve as a reason for involuntarily slipping the child’s attention from the task, more often if the task is at the limit of the child’s ability.

Children with ZPR are characterized by more vivid emotions that allow you to focus on the task, the more the child is interested in the task, the higher the result.

Most children with ZPR from preschool age have a good command of visual activity. MA without special training in visual activity does not arise.

The difference between ZPR and pedagogical neglect.

Pedagogical neglect - a persistent deviation in the consciousness and behavior of children due to the negative influence of the environment and lack of education (difficult children). In such children and children with disabilities, there is an external similarity of deviations in behavior and social regarding: conflict, violation of the rules of conduct, refusal or deviation from requirements, deceit, optionality. The reasons for the deviation of the behavior of children with disabilities are weak adaptive mechanisms of personality. Imbalance in the processes of excitation and inhibition. For this child, conflict, rejection, lies is the easiest way to interact with the environment and at the same time a way of self-preservation, self-protection from negative influences from outside. With such a spontaneous formation without pedagogy, the child acquires asocial character traits.

Features development  cognitive processes in children with ZPR

Attention.

With ZPR there is a lack of attention. Children in the classroom are scattered, can not work more than 10-15 minutes. In children with ZPR, weakened attention to verbal (verbal)  information, even if the story is interesting, exciting. Highlight the features of attention in children with ZPR: instability, reduced volume, concentration, selectivity, distribution.

Perception.

in children with ZPR, it’s superficial, they often miss the essential characteristics of things and objects, while the specificity of perception in ZPR is manifested in its limitedness, fragmentation and constancy. In children with ZPR, the process of formation of interanalyser connections: deficiencies in auditory-visual-motor coordination are noted. Due to the inferiority of visual and auditory perception in children with ZPR, spatio-temporal representations are not sufficiently formed. The process of analyzing is difficult perceptions: children do not know how to distinguish the main structural elements of the subject, their spatial relationship, small details.

Children with ZPR often have difficulties in right and left orientation, as well as unexpressed or cross laterality.

Reduced productivity (2 years lower than peers)  memorization and instability, greater safety of involuntary memory compared to random memory, a noticeable predominance of visual memory over verbal memory, a low level of self-control in the process of memorization and reproduction, inability to organize their memorization work, lack of cognitive activity and focus in memorization, inability to use memorization techniques violation of short-term memory, increased lethargy due to noise, fast forgetting of material and low memory speed Niya.

Thinking.

Most children with ZPR have a level development  visual and effective thinking in these children is normal. They do the job correctly, but some require a challenging task. Clearly shaped thinking: most require repeated repetition of the task and the provision of some types of assistance, but there are those who cannot cope with the task. Verbal-logical thinking in most developed.

Speech:

A poor vocabulary is characteristic (speech consists of nouns and verbs, the pronunciation is disturbed, the lexical and grammatical side of speech is poorly formed; mixing words with different meanings, but similar in sound composition: belt - train do not catch the difference: embroider - sew, use words in approximate, inaccurate meaning: garden - tree, hat - hat, the name replaces the description of the item or action, the presence of agramatisms, defects in the articulation apparatus.

The games and exercises below are aimed not only at development of mental processesbut also on development of perseveranceindependence. These games arouse interest in children.

Delayed mental development (or abbreviated ZPR) is characterized by a lag in the formation of mental functions. This syndrome is most often detected before admission to school. The children's body realizes its capabilities in slow motion. A delay in mental development is also characterized by a small stock of knowledge in a preschooler, the paucity of thinking and the inability to engage in intellectual activity for a long time. For children with this deviation, it is more interesting to simply play, and focusing on learning is extremely difficult for them.

Mental retardation is most often detected before admission to school, when the intellectual load on the child increases significantly

The delay in mental development captures not only the psychological aspects of the personality. Violations are observed in different types of activity, physical and mental.

Mental retardation is an intermediate form of disorders in the development of the baby. Some functions of the psyche develop more slowly than others. Damage or defective formation of certain areas takes place. The degree of underdevelopment or the depth of the lesions may vary from case to case.

• pregnancy problems (previous infections, injuries, severe toxicosis, intoxication), fetal hypoxia, recorded during gestation;
• prematurity;
• birth trauma, asphyxia;
• diseases in infancy (trauma, infection, intoxication);
• genetic predisposition.

Social reasons:

• long-term isolation of the child from society;
• frequent stresses and conflicts in the family, in the garden, situations causing psychological trauma.

There is a combination of a number of factors. Two or three reasons for the delay in mental development can be combined, which leads to the aggravation of violations.

Types of ZPR

ZPR of constitutional origin

The basis of this type is hereditary infantilism, affecting the mental, physical and psychological functions of the body. The emotional level with this type of developmental delay, as well as the level of the volitional sphere, are more reminiscent of the levels of primary school age, which means that they occupy an earlier stage of formation.

What is the general characteristic of this species? It is accompanied by a wonderful mood, easy suggestibility, emotional behavior. Vivid emotions and experiences are very superficial and unstable.

ZPR of somatogenesis

This type is associated with somatic or infectious diseases in a child, or chronic diseases of a mother. The mental tone in this case decreases, the developmental delay is diagnosed emotionally. Somatogenic infantilism is supplemented by various fears that are associated with the fact that children with developmental delays are not confident in themselves or consider themselves inferior. The uncertainty of a preschooler is caused by multiple prohibitions and restrictions that occur in the home environment.

Children with developmental delays should have more rest, sleep, be treated in sanatoriums, as well as eat properly and undergo appropriate treatment. The favorable prognosis will be affected by the health status of young patients.

  Unhealthy family conditions and constant prohibitions can also cause ZPR in a child

ZPR psychogenic genesis

This species is caused by frequent stressful situations and traumatic conditions of the psyche, as well as poor parenting. Environmental conditions that do not correspond to the favorable upbringing of children can worsen the neuropsychiatric state of a child with developmental delay. Some of the first are disturbed by vegetative functions, and then emotional and psychological.

A species involving a partial violation of certain body functions, which is combined with the immaturity of the nervous system. The defeat of the central nervous system is organic. Localization of the lesion does not affect further impairment of mental activity. The defeat of the central nervous system of such a plan does not lead to mental inferiority. It is this variant of mental retardation that is widespread. What symptoms are relevant for him? It is characterized by pronounced disturbances in the emotional plane, and also the volitional aspect is extremely suffering. A noticeable slowdown in the formation of thinking and cognitive activity. This type of developmental delay as a whole is characterized by a slowdown in the maturation of the emotional-volitional level.

  ZPR of cerebral-organic genesis is characterized by impaired development of the emotional-volitional sphere

Features of the manifestation of ZPR

Physical development

In children with developmental delay, it is always difficult to diagnose the syndrome. This is especially difficult to understand in the early stages of growth. What are the features of children with ZPR?

Such children are characterized by a slowdown in physical education. The most frequently observed signs of poor muscle formation, a low level of muscle tone and blood vessels, growth retardation. Also, children with developmental delays learn to walk, talk late. Game activity and neatness also come with a delay.

Will, memory and attention

Children with ZPR are weakly interested in the fact that their activities or work are evaluated, praised, they do not have the vividness and emotional perception inherent in other children. Weakness is combined with monotony and monotony of activity. Games that children with developmental disabilities prefer to play are usually completely uncreative, lacking imagination and imagination. Children with developmental delays quickly get tired of work, because their internal resources are instantly depleted.

A child with ZPR is characterized by poor memory, inability to quickly switch from one type of activity to another, and slowness. He cannot fix attention for a long time. As a result of the delay in a number of functions, the baby needs more time to perceive and process information, visual or auditory.

One of the most striking signs of developmental delay is that the child is not able to force himself to do something. The work of the emotional-volitional sphere is inhibited, and, as a result, problems with attention appear. It is difficult for a child to concentrate, he is often distracted and cannot “gather his strength” in any way. At the same time, an increase in motor activity and speech is likely.

Perception of information

It is difficult for children with developmental delays to perceive information in whole images. For example, it will be difficult for a preschooler to identify a familiar subject if it is placed in a new location or presented in a new perspective. The abruptness of perception is associated with a small amount of knowledge about the world. The speed of perception of information is also lagging and spatial orientation is difficult.

Of the features of children with mental retardation, one more thing should be highlighted: they better remember visual information than verbal. Passing a special course on the development of various memorization techniques gives good success, indicators of children with ZPR become better in this regard compared to children without deviations.

  Special courses or correctional work of specialists will help to improve the memory and sensitivity of the child.

Speech

The child lags behind in the development of speech, which leads to various problems in speech activity. Distinctive features of the formation of speech will be individual and depend on the severity of the syndrome. Depth of VLR can affect speech in different ways. Sometimes there is some delay in speech formation, which practically corresponds to the level of full development. In some cases, there is a violation of the lexical and grammatical basis of speech, i.e. on the whole, the underdevelopment of speech functions is noticeable. An experienced speech pathologist is able to restore speech activity, which should be consulted.

Thinking

Considering the issue of thinking in children with mental retardation, it can be noted - the greatest problem for them is the solution of problems on logic, proposed in verbal form. Development lag also occurs in other aspects of thinking. Approaching school age, children with developmental delay have poor ability to perform intellectual actions. They cannot, for example, generalize, synthesize, analyze or compare information. The cognitive sphere of activity in ZPR is also at a low level.

Children with mental retardation are much worse than their peers in many matters related to thinking. They have a very scarce supply of information about the world around them, poorly imagine spatial and temporal parameters, their vocabulary also differs significantly from that of children of the same age, and not for the better. Intellectual work and thinking do not have pronounced skills.

The central nervous system in children with developmental delay is immature, the child is not ready to go to first grade at the age of 7. Children with mental retardation are not able to perform basic actions related to thinking, poorly orientated in tasks and cannot plan their activities. Teaching children with disabilities to write and read is extremely problematic. Their letters are mixed up, especially those that are similar in spelling. Thinking is inhibited - it is very difficult for a preschooler to write an independent text.

Children with developmental delays who fall into a regular school become poor students. This situation is extremely traumatic for the already damaged psyche. As a result of this, there is a negative attitude towards all learning in general. A qualified psychologist will help to solve the problem.

Creating an enabling environment

For the comprehensive development of the child, it is necessary to create external favorable conditions that would facilitate successful learning and stimulate the work of various parts of the central nervous system. It is important to create a developing subject environment for classes. What is included in it? Developing game activities, sports complexes, books, natural sites and more. Also, communication with adults will play an important role. Communication should be meaningful.

  For such children it is extremely important to get new impressions, communicate with adults and friendly peers

The game is a leading activity for a child of 3-7 years old. Practical communication with an adult who would teach a child how to manipulate an object in a playful way is paramount for children with mental retardation. In the process of exercises and activities, an adult helps the child to learn the possibilities of interaction with other objects, thereby developing his mental processes. The adult's task is to stimulate a child with a developmental delay in learning and exploring the world around him. You can consult a psychologist for advice on these issues.

Educational games

Correctional classes for children with ZPR should be diversified with didactic games: nesting dolls and pyramids, cubes and mosaics, lace-up games, Velcro, buttons and buttons, inserts, musical instruments, game devices with the ability to extract sounds. Sets for comparing colors and objects will also be useful, where different-sized homogeneous things that are different in color will be presented. It is important to “equip” the child with toys for role-playing games. Dolls, cash registers, kitchen utensils, cars, home furniture, animals - all this will be extremely useful for full-fledged activities and games. Children are very fond of all kinds of activities and exercises with the ball. Use it to ride, toss or teach your child to throw and catch the ball in a playful way.

Often you should turn to games with sand, water and other natural materials. With these natural "toys" the child really enjoys doing, moreover, they cope perfectly with the task of forming tactile sensations using the game aspect.

The physical education of a preschool child and his healthy psyche in the future directly depend on the game. Active games and exercises held on a regular basis will be excellent methods for teaching a child to control his body. Doing exercises is necessary constantly, then the effect of such exercises will be maximum. Positive and emotional communication during the game between the baby and the adult creates a favorable background, which also helps to improve the nervous system. Using imaginary characters in your games, you help your child to show imagination, creativity, which will contribute to the formation of speech skills.

Communication as an aid to development

Talk to your child as often as possible, discuss every little thing with him: everything that surrounds him, what he hears or sees, what he dreams about, plans for the day and the weekend, etc. Build short, clear sentences that are easy to read. When talking, consider not only the quality of words, but also their accompaniment: timbre, gestures, facial expressions. When talking with a child, always keep eye contact and smile.

Mental retardation involves the inclusion in the correctional program of training listening to music and fairy tales. They positively affect all children, regardless of whether they have any disorders or not. Age also does not matter, they are equally loved by children 3 and 7 years old. Their benefits have been proven over the years by pedagogical research.

In the process of learning to develop speech, books will help you. Children's books with vivid pictures can be read together, studying the drawings and accompanying them with scoring. Encourage your child to repeat what they have heard or read. Choose the classics: K. Chukovsky, A. Barto, S. Marshak - they will become faithful assistants in the formation of the personality of the child.