Social causes of deviations in the development of the child. Deviations of the child in the development of fine motor skills. In development and behavior
Introduction ................................................ ................................................. ....... 3
1. Types of developmental disorders ............................................... ............................ four
2. Causes of deviations in development ............................................... ................... eight
3. Basic patterns age development................................... 17
Conclusion................................................. ................................................. .33
Bibliography............................................... ................ 34
Introduction
This work is aimed at the theoretical study global problem psychology of children with developmental problems, the appearance of various mental disorders, identify the causes of any mental illness and deviations.
In order to more fully reveal this topic, it is important to set some tasks:
1. To analyze the problem of the causes of mental deviations in the development of children.
2. Disassemble the types of mental disorders in children
3. Summarize all the findings in the conclusion
This topic is relevant and very important at any time, since this problem will always exist in Russia.
1. Types of developmental disorders
Psychomotor development is a complex dialectical process, which is characterized by a certain sequence and uneven maturation of individual functions, their qualitative transformation at a new age stage. Moreover, each subsequent stage of development is inextricably linked with the previous one.
Psychomotor development is based on a genetic program that is realized under the influence of various factors environment. Therefore, if a child lags behind in development, first of all, it is necessary to take into account the role of hereditary factors in this lag.
Various adverse effects in the prenatal period of development, during childbirth (birth trauma, asphyxia), as well as after birth, can lead to impaired psychomotor development of the child.
For successful treatment and correction pedagogical work with children with developmental disabilities importance has knowledge of the causes and nature of developmental disorders.
It is well known that children suffering from the same disease lag behind in development in different ways. This is due to the genotypic features of their central nervous system, With various influences environment, as well as how timely delivered correct diagnosis and began treatment-correctional and pedagogical work.
The cause of deviation in development is understood as the impact on the body of an external or internal unfavorable factor that determines the specifics of damage or impaired development of psychomotor functions.
It is known that almost any more or less long-term adverse effect on developing brain child can lead to deviations in psychomotor development. Their manifestations will be different depending on the time. adverse impact, i.e. on what stage of brain development it took place, its duration, on the hereditary structure of the organism and, above all, on the central nervous system, as well as on those social conditions in which the child is brought up. All these factors together determine the leading defect, which manifests itself in the form of insufficiency of intelligence, speech, vision, hearing, motor skills, disorders of the emotional-volitional sphere, and behavior. In some cases, there may be several violations, then they speak of a complicated or complex defect.
A complex defect is characterized by a combination of two or more disorders that equally determine the structure of abnormal development and the difficulties in teaching and raising a child. For example, a complex defect occurs in a child with simultaneous damage to vision and hearing, or hearing and motor skills, etc.
With a complicated defect, it is possible to single out the leading, or main, violation and complicating disorders. For example, a child with intellectual disabilities may experience mild defects in vision, hearing, musculoskeletal system, emotional and behavioral disorders.
Both a leading and a complicating defect can have the character of both damage and underdevelopment.
Often there is a combination of them.
feature child brain is that even a small lesion does not remain partial, local, as is the case in adult patients, but adversely affects the entire process of maturation of the central nervous system. Therefore, a child with impaired speech, hearing, vision, musculoskeletal system, in the absence of early corrective measures, will lag behind in mental development.
The developmental disorders described above are primary. However, along with primary ones, so-called secondary disorders often occur, the structure of which depends on the nature of the leading defect. Yes, backlog mental development in children with general systemic underdevelopment of speech, first of all, it will manifest itself in the weakness of verbal (verbal) memory and thinking, and in children with cerebral palsy - in the insufficiency of spatial representations and constructive activity.
In children with hearing impairments, the development of understanding of addressed speech is disturbed, an active vocabulary and coherent speech are hardly formed. With visual defects, the child has difficulty in correlating the word with the designated object, he can repeat many words without understanding their meaning enough, which delays the development of the semantic side of speech and thinking.
Secondary developmental disorders affect, first of all, those mental functions that develop most intensively in early and before school age. These include speech, fine differentiated motor skills, spatial representations, voluntary regulation of activity.
A major role in the occurrence of secondary deviations in development is played by the insufficiency or absence of early treatment, correctional and pedagogical measures, and especially mental deprivation. For example, an immobilized child with cerebral palsy, who has no experience of communicating with peers, is distinguished by personal and emotional-volitional immaturity, infantilism, and increased dependence on others.
Unidentified deviations in development, for example, mild visual and hearing defects, first of all, delay the pace of the child's mental development, and can also contribute to the formation of emotional secondary and personality abnormalities in children. Being in mass preschool institutions, not having a differentiated approach to themselves and not receiving treatment and correctional assistance, these children long time may be in a situation of failure. Under such conditions, they often develop low self-esteem, low level claims; they begin to avoid communication with their peers, and gradually secondary violations aggravate their social maladaptation more and more.
In this way, early diagnosis, medical and psychological and pedagogical correction can achieve significant success in shaping the personality of children with developmental disabilities.
2. Causes of deviations in development
The occurrence of developmental anomalies is associated with the action of both various adverse factors external environment, and with various hereditary influences.
AT recent times received data on new hereditary forms mental retardation, deafness, blindness, complex defects, pathologies of the emotional-volitional sphere and behavior, including early childhood autism(RDA).
Modern advances in clinical, molecular, biochemical genetics and cytogenetics have made it possible to clarify the mechanism of hereditary pathology. Through the special structures of the germ cells of the parents - chromosomes - information is transmitted about the signs of developmental anomalies. The functional units of heredity, which are called genes, are concentrated in chromosomes.
In chromosomal diseases with the help of special cytological studies detect a change in the number or structure of chromosomes, which causes a gene imbalance. According to the latest data, there are 5–7 children with chromosomal abnormalities per 1000 newborns. Chromosomal diseases, as a rule, are distinguished by a complex or complicated defect. At the same time, in half of the cases there is mental retardation, which is often combined with defects in vision, hearing, musculoskeletal system, and speech. One of these chromosomal diseases, affecting primarily the intellectual sphere and often combined with sensory defects, is Down syndrome.
Developmental anomalies can be observed not only with chromosomal, but also with the so-called gene diseases when the number and structure of chromosomes remain unchanged. A gene is a microsection (locus) of a chromosome that controls the development of a certain hereditary trait. Genes are stable, but their stability is not absolute. Under the influence of various adverse environmental factors, their mutation occurs. In these cases, the mutant gene programs the development of the altered trait.
If mutations occur in a single microsection of the chromosome, then they speak of monogenic forms of abnormal development; in the presence of changes in several loci of chromosomes - about polygenic forms of abnormal development. In the latter case, developmental pathology is usually the result of complex interaction both genetic and environmental factors.
Due to the wide variety of hereditary diseases of the central nervous system that cause developmental anomalies, their differential diagnosis very difficult. However, it should be noted that the correct early diagnosis disease is of paramount importance for timely treatment and correction measures, assessment of developmental prognosis, as well as for preventing the re-birth of children with developmental disabilities in this family.
Literature
1. Kulagina I.Yu. Age psychology. - M., 2000
2. Craig G. Psychology of development.- M., 2000
3. Nemov R.S. Human psychology.- M., 1998.- V.2.
4. Obukhova L.F. Age psychology. - M., 1996
5. Troshin O.V. Crisis pedagogy and psychology. - N. Novgorod, 1998.
6. Troshin O.V. Age psychology. - N. Novgorod, 2000.
7. Troshin O.V. Syntogenetic psychology of development. - N. Novgorod, 2000.
Lecture 5 general characteristics children with handicapped
1. The concept of "children with developmental disabilities"
This concept has its own backstory. At the beginning of the 20th century. V.P. Kashchenko proposed the term "exceptional children", emphasizing their psychological originality and significant psychological potential, which can be realized with proper corrective work. After 1918, the term "defective children" began to be used, when the leading significance was attached to the defect itself, and all work was aimed at compensating for it. Defect (from the Latin "lack") reflects the insufficiency of certain functional systems.
In the 1950s, in special psychology research, the concept of "abnormal children" began to be used more often, in which the emphasis was not on the defect itself, but on the abnormal development caused by it. It is the main reason for the socio-psychological maladjustment of the child. At the same time, it should be taken into account that the anomaly disrupts the development of the child only when certain conditions. Their appearance is accompanied by the actualization of the defect with the occurrence of abnormal development in the form of certain psychological disorders. It is they who require special training, education and psycho-correction.
The last 20 years (in the 80s) began to give preference to the concept of "children with developmental disabilities", because. special training has also been extended to moderate developmental disorders that are well amenable to correction. Children with developmental disabilities are students who have physical and psychical deviations lead to a violation of the overall development and socio-psychological maladaptation. At the same time, the following categories of children with developmental disabilities are distinguished:
1) children with hearing impairments (deaf, hard of hearing, late deaf);
2) with visual impairments (blind, visually impaired);
3) with severe speech disorders (logopaths);
4) with violations intellectual development(mentally retarded children, children with mental retardation); the concept of intellectual insufficiency;
5) with disorders of the musculoskeletal system (ICP);
6) with deviant behavior;
7) with complex disorders psychophysical development(blind-deaf-mute, blind mentally retarded, deaf mentally retarded, etc.).
8) orphans;
9) disabled children;
10) children at risk (for school maladaptation);
11) with emotional-volitional disorders (accentuations, psychopathy, autism).
Currently, combined developmental deviations are becoming important. In this regard, ICD-10, which has a syndromological structure of diagnostics, is being introduced in special psychology.
Today, the concepts are widely used: "children with disabilities", "children with special needs» in accordance with the international approach in special psychology and further humanization of this field of knowledge.
Various deviations in development are reflected in the peculiarities of the formation of children's social ties, their cognitive abilities and restrictions in labor activity. Therefore, they differ as follows:
1. According to the degree of recovery. Depending on the nature of the disorders, some anomalies can be completely overcome in the process of the child's development, others can only be partially corrected, and some can only be temporarily compensated.
2. According to the educational level of children. Some children can only master self-service skills, others - elementary general educational knowledge, and others - full course secondary school.
3. According to professional suitability. Some children are compensated within the limits of social orientation, others - in conditions of low-skilled labor, and still others - are capable of fairly highly skilled work.
1. Deviations in the development of the child are characterized not only negative signs. Those. it is not so much a deviant as a peculiar development. Therefore, in modern conditions the concept of V.P. is very fair. Kashchenko - "exceptional children". It is noted that their mental development is subject to general laws formation of the psyche of normal children (V.I. Lubovsky).
2. Such disorders, for example, as blindness and deafness, etc., are mainly due to biological changes. And the more pronounced structural disturbances, the less effective pedagogical and psychological impact on the mental development of an abnormal child.
3. “The educator has to deal not so much with these biological factors as with their social consequences"(L.S. Vygotsky). Those. the correctional process is largely aimed at secondary violations using a psychological and pedagogical approach, and primary violations are rehabilitated mainly by medical means.
4. Currently, the theory of the complex structure of developmental deviations is being considered. It implies the presence of a primary defect caused by biological factors, and secondary disorders that occur during abnormal development. At the same time, several types of their interaction are distinguished.
A is a direct effect. For example, deafness as a primary anomaly causes dumbness - secondary disorders; in blind children, secondary is the insufficiency of spatial orientation, the mimicry of the face, the originality of character; with primary intellectual insufficiency, a secondary underdevelopment of personality traits is formed, characterized by high self-esteem, negativism, and neurotic behavior.
B - the opposite effect. Under certain conditions, secondary disturbances can have a negative feedback effect on the primary anomaly. So, a child with partial hearing loss will not use his preserved functions if oral speech does not develop.
B - corrective relations. The greater the difference between the root cause (primary disorders of biological origin) and secondary symptom(developmental disorder) mental processes), the more effective is the special correction and compensation of the latter. The farther the symptom is from the root cause, the more it lends itself to educational and therapeutic effect"(L.S. Vygotsky). The development of higher psychological functions turns out to be less stable than lower, elementary mental processes. Thus, it is almost impossible to restore hearing, but speech disorders can be compensated.
5. In the study of secondary deviations, not only negative, but also positive components of the anomaly are noted. Its potential compensatory capabilities are supported during corrective work. The source of adaptation of abnormal children to the environment is preserved psychological functions. For example, a deaf child uses a visual and motor analyzer; a blind child actively uses auditory analyzer, touch; in mentally retarded children, practical thinking is activated.
6. Deviation in development is affected by the degree and quality of the structure of the primary defect. So, a slight hearing loss leads to minor impairments in the development of speech, and deep defeat hearing without special assistance accompanied by the development of dumbness.
7. The originality of development is also determined by the period of occurrence of primary disorders. Thus, a blind-born person has no visual images; with loss of vision at primary school age, the child retains in memory certain visual representations of the world around him; in an older student, visual representations are characterized by sufficient completeness and stability.
8. The peculiarity of deviations in development is also influenced by environmental conditions, especially pedagogical and microsocial conditions. Therefore, early detection of violations and their timely correction is of particular importance, i.е. creation necessary conditions for the prevention of secondary disorders.
9. The process of learning and psycho-correction is based not only on the formed functions, but also on potential ones: "It is necessary to transfer the zone of proximal development to the zone of actual development."
English children with abnormal behavior, problem children). Deviations in the mental development of the child m. caused by sensory disturbances (deafness, hearing loss, blindness, low vision), lesions of c. n. With. (mental retardation, mental retardation, movement disorders, severe violations speech). Deviations in development can also appear in various combinations.
Deviations in mental development occur from the moment the child is born, if the lesion is intrauterine, or from the moment the defect occurs, if the lesion is postnatal. The primary violation - a decrease in hearing, vision, intelligence, etc. - entails secondary deviations in development and deviations of the third order (L. S. Vygotsky). With different primary reason many secondary deviations in infancy, early childhood and preschool age have similar manifestations. Secondary deviations are, as a rule, systemic in nature, changing the entire structure of the child's mental development.
With any nature of the primary violation, there is a lag in the timing of the formation mental functions(processes) and the slow pace of their development, as well as qualitative deviations in development. Not a single type of children's activity is formed in a timely manner - object-manipulative, playful, productive (see Children's activities). For example, object-manipulative activity in deaf and hard of hearing children becomes leading by the age of 5, in mentally retarded children - by the end preschool age. Significant deviations are observed in the development of all cognitive processes- perception, visual and verbal-logical thinking. The development of the communication process is disturbed; children poorly master the means of assimilation of social experience - understanding of speech, meaningful imitation, actions according to the model and according to verbal instructions.
Defects speech development observed in all abnormal children. Speech may be completely absent (with deafness, severe hearing loss, alalia, mental retardation, childhood cerebral palsy), may develop late, have significant defects - agrammatics, pronunciation disorders, poor vocabulary and semantics. In some cases, formally developed speech can be. empty, empty.
It should be borne in mind that deviations in mental development m. caused by very minor, not conspicuous violations. So, hearing loss to a whisper while maintaining the perception of a voice of normal conversational volume can lead to speech underdevelopment. As a result transferred by a child harmful effects(birth trauma, severe infection, etc.) there may be a mental retardation that prevents the child from learning normally at school, etc.
At the same time, the development of an abnormal child has the same tendencies, obeys the same laws as the development normal child. This is the basis for an optimistic approach to the possibilities of education and training of D. with o. in p. But in order for their developmental tendencies to be realized, and the development itself to be as close as possible (in accordance with the nature of the primary violation) to normal, a special pedagogical influence is required, which has a corrective orientation and takes into account the specifics of this defect.
Pedagogical influence is aimed primarily at overcoming and preventing secondary defects. The latter, in contrast to the primary disorders that are organic in nature and require honey. corrections are amenable to pedagogical correction. With the help of pedagogical means, m. significant compensation of functions has also been achieved - restoration or replacement of impaired function. At the same time, as domestic correctional psychology has shown, there is no spontaneous compensation for a defect: a violation of auditory perception is not compensated for by more intensive development visual function, but, on the contrary, entails underdevelopment visual perception; violation of the visual function does not lead to an increased development of tactile-motor perception, as compared to the normal one, etc.
The success of preventing, correcting and compensating deviations in mental development directly depends on the timing of the start, content and methods of correctional work. Hence, it is extremely important early detection developmental disabilities and correct diagnosis primary defect. See Mental dysontogenesis. (V. I. Lubovsky)
The number of children with developmental disorders is quite large and, unfortunately, today there is a tendency to some increase.
Children with developmental problems have physical and (or) mental deficiencies (defects) that lead to deviations in general development. Depending on the nature of the defect, the time of its onset, some shortcomings can be overcome completely, others can only be corrected, and some can be compensated. Early psychological and pedagogical intervention makes it possible to largely neutralize the negative impact of the primary defect.
All violations depending on the time of occurrence are divided into:
congenital (mother's diseases during pregnancy, hereditary genetic lesions);
acquired (birth and postpartum lesions of the child's body).
According to the nature of the disorders, they are distinguished organic(damage to the material structure of the brain) and functional(disintegration of various brain structures) disorders.
According to the prevalence of the pathological process, there are local(affect only one area) and diffuse(are spilled) violations.
The cause of the violation may be biological, and social factors.
Psychological and pedagogical correction and rehabilitation of children with developmental problems is possible if the nature of the violation of the normal development of the child is determined. Currently, in special psychology and correctional pedagogy, there are various classifications of developmental disorders (V.V. Lebedinsky; V.A. Lapshin and B.P. Puzanov; O.N. Usanova). Of great interest are the studies of V.V. Lebedinsky, who considers the problems mental dysontogenesis. The term "dysontogenesis" refers to various forms of disorders of ontogenesis (development of the individual).
The nature of dysontogenesis depends on certain psychological parameters:
1) features of the functional localization of the disorder. Depending on the violation, two main types of defect are distinguished: private (underdevelopment or damage to individual analyzer systems) and general (violations of regulatory cortical and subcortical systems);
time of defeat (the earlier the defeat occurred, the more likely mental underdevelopment);
the relationship between the primary and secondary defects (primary disorders stem from the biological nature of the defect (impaired hearing, vision, and damage to analyzers; organic damage to the brain, etc.); secondary disorders occur in the process of abnormal development (mechanisms of isolation, pathological fixation, temporary and persistent regressions);
violation of interfunctional interactions.
Among the variants of dysontogenesis are:
Persistent (mental)underdevelopment: early time of the lesion, when marked immaturity is observed brain systems(oligophrenia).
Arrested development: slow pace of formation of cognitive activity and emotional sphere with their temporary fixation at earlier age stages (constitutional, somatogenic).
Damaged development: hereditary diseases, intrauterine, birth and postpartum infections, intoxication and trauma of the central nervous system, but the pathological effect on the brain occurs at later stages (after 2-3 years) - organic dementia.
Deficit Development: severe disorders of individual analyzer systems (vision, hearing, speech, musculoskeletal system).
Distorted Development: complex combinations general underdevelopment, delayed, damaged and accelerated development of individual mental functions (childhood autism).
Disharmonious development: congenital or early acquired persistent disproportionality of mental development in the emotional-volitional sphere. A characteristic pattern of disharmonious development - psychopathy and pathological personality formation.
Also stands out partial unformedness of higher mental functions, which is characterized by uneven development of certain aspects of mental activity.
Modern clinicians and special psychologists identify two main groups of causes that lead to mental and (or) physical development disorders:
endogenous (genetic);
exogenous (environmental factors).
To endogenous causes relate:
various hereditary diseases(aplasia - underdevelopment of the inner ear, which leads to deafness; microphthalmos - a gross structural change in the eye, characterized by a decrease in the size of one or both eyes, which leads to a decrease in visual acuity; myopathy - a metabolic disorder in muscle tissue characterized by muscle weakness, etc.);
diseases associated with changes in the number or structure of chromosomes - (polyplodia - an increase in the chromosome set several times; trisomy - an increase in chromosomes in one pair; monosamia - a decrease in chromosomes in a pair by one; nullesamia - the absence of any pair of chromosomes, etc. ).
A striking example of a change in the number of chromosomes is trisomy of the 21st chromosome, which causes Down syndrome. . Down syndrome is characterized by slanting eyes, short nose with a flat wide bridge of the nose, small deformed ears, protruding jaw, enlarged tongue, short fingers, "sandal" gap on the feet, transverse palmar skin fold, deformity of the skull. In newborns, muscle hypotonia, hyperextension of the limbs in the joints, growth retardation, decreased motor activity, lethargy, impaired swallowing, and consciousness are often noted. Obesity, skin trophic disorders, congenital heart defects, atresia and stenosis of the alimentary canal are often noted, diaphragmatic hernia. All patients have oligophrenia. Identified violation of coordination and vegetative-trophic disorders.
The prognosis for life is often favorable (cases are described when patients lived to 60-70 years). For recovery - unfavorable.
Exogenous causes cause developmental abnormalities that may affect different periods ontogeny:
in the prenatal (intrauterine) period (chronic diseases of the parents, especially the mother; infectious diseases, intoxication (poisoning) of the mother; lack of nutrition of the mother during pregnancy, especially the lack of proteins, trace elements; vitamins; Rhesus conflict; trauma; influence of radiation energy, etc.);
in the natal (birth) period (birth trauma; infection of the fetus; asphyxia - suffocation of the fetus);
in postnatal period(after birth) causes may be residual effects after various infectious and other diseases; various injuries(craniocerebral; injuries of analyzers, limbs, etc.); intoxication (alcoholic, narcotic, nicotine, etc.); non-observance of sanitary and hygienic standards (for example, non-compliance with visual hygiene can lead to myopia), etc.
A disorder that occurs in early childhood leads to peculiar changes in the entire mental development of the child, which leads to other disorders in the sphere of mental life. Already in early childhood, from the very first days of a child's life with damage to the sensory organs or the central nervous system, the action of general and specific patterns of impaired development is manifested.
Among the many questions that you ask yourself, this one certainly worries you more than others.
We could answer you that children with are only 3% of the total number of births. This is not much if you take into account what is included and big number minor congenital disorders that are easily treatable.
Nature is not so badly arranged, it makes its own selection. 70% occurring in the first 6 weeks of pregnancy are associated with. This means that if not of high quality, then it is quickly removed from the body of the expectant mother.
Perhaps you want to know what can cause deformities and disorders, or what a mother-to-be must do to have a chance of having a normal baby. In the following articles, we will try to answer your questions, because there are still many blank spots in this area.
Why are born children with disabilities“not like everyone else”, that is, with a physical or mental retardation? Most often, doctors cannot answer this question. If there is still a reason, then it is simple or some, or maybe.
In the first case, it becomes a victim of the environment, in the other, heredity may be the cause.
A victim of the environment
An egg during its development can: infectious, chemical or physical, a number of external factors may violate normal development fetus and cause some defects, for example, in the case of such infectious diseases of the mother, . Previously, almost all infectious diseases were suspected of this, but negative impact on the fetus of most of them has not been proven. Depending on the age of the fetus, the consequences may be different: and during the first 3 months, various deformities may occur, but if later, the child may be born with congenital disease, but there will be no risk of giving birth to a child with deviations.
The fetus may be exposed chemical attack. Most often this happens when a doctor prescribes a pregnant woman. Possible and ecological disasters: mercury poisoning (as in Minamata, Japan) or dioxin (as in S'eveso, Italy).
Children with disabilities can be born, from exposure x-rays or from radiation.
We have already said which will help to avoid, as far as possible, such misfortunes.
Anxiety, grief, anxiety, nervous depression- whether they can cause the birth of an abnormal child or congenital physical handicaps? To this question, doctors unequivocally answer: no.
Victim of heredity. In this case, the child becomes a victim not of external influences, but of anomalies of chromosomes or genes.
