FORMATION OF EMOTIONAL REACTIONS TO FAILURE IN CHILDREN WITH DEPRIVATION OF MENTAL DEVELOPMENT

Keywords: child with special educational needs, children with mental retardation, adequate emotional reaction, positive attitude, situation of success / failure, learning

Abstract

The article is devoted to the problem, which has practical and scientifictheoretical significance, as the specifics of the organization of education of children with special needs may be due not only to health limitations, but also socio-cultural factors. Numerous foreign and domestic studies have shown that children who have an acute fear of failure and a low level of harassment give low results, and when the training procedure reduces the fear of failure, the indicators of intellectual and mental development are significantly improved. The main research goal of the study was to apply the method of longitudinal study of emotional reactions of children with MR to failure and the formation of adequate reactions that do not lead to failure to perform the task based on leading individual psychological characteristics of a child with CPD. To achieve this goal, an original author's algorithm of research and further formation of adequate emotional reactions of the child to the situation of failure in the learning environment was developed and applied. Children were offered three types of activities: play, voluntary (volitional) and intellectual orientation. It was found that the longitudinal form of research is the most effective, because the process of forming and consolidating adequate emotional reactions of children with MR to the situation of failure is long-term, the effectiveness of which is significantly enhanced by parental involvement. It is shown that there is a connection between the content of the task and the attitude of children to situations of failure, and the formation of adequate emotional reactions to failure fixes it. In game tasks, all children easily tolerated situations of failure, independently and with pleasure corrected mistakes, then when performing arbitrary (volitional) and intellectual tasks, children showed a wider range of individual psychological characteristics. The fear of failure has the greatest impact on the results of intellectual tasks, as it is associated with the expectation of a negative result. Therefore, an important condition for the formation of successful, emotionally colored learning for children with MR is the completion of any step of educational activities only on positive emotions.

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Published
2021-10-07