Nežymiai sutrikusio intelekto jaunesniojo mokyklinio amžiaus vaikų žaidimo gebėjimai

LTMokymas ir auklėjimas efektyvesnis tada, kai aktyviai dalyvauja ne tik kvalifikuoti specialistai, bet ir pats vaikas kartu su pedagogu ir bendraamžiais. Žaidimas teikia galimybių aktyvinti mokymosi ir įvairinti laisvalaikio veiklą, tačiau žaidimo vaidmuo, vieta ir efektyvumas specialiojoje mokykloje ištirta menkai. Straipsnyje tęsiamas sutrikusio intelekto vaikų žaidimų tyrimas (Kaffemanienė, 2000), nagrinėjamas jaunesniojo mokyklinio amžiaus vaikų poreikis žaisti, žaidimo gebėjimų raidos lygis, pedagogų požiūris į žaidimą. Pateikiami lyginamieji duomenys apie normalios raidos 10 - 11 metų vaikų žaidimo poreikį, gebėjimus, žaidimo vietą bendrojo lavinimo procese. [Iš leidinio]Reikšminiai žodžiai: Galimybė taikyti žaidymus ugdant; Jaunesniojo mokyklinio amžiaus vaikai; Nežymiai sutrikusio intelekto vaikai; Nežymiai sutrikęs intelektas; Žaidimas; Žaidimo gebėjimai; Žaidimų raida; Children with mild intellectual disabilities; Evolution of game; Game; Game sills; Game skills; Junior school children; Mild intellectual disabilities; Possibility to use games as an educational tool.

ENDifferent games help to reach the goals of education and nurture. In the process of developing children with mental disabilities teachers use action games, plot games, didactic games, role-plays, etc. Unfortunately it is difficult to use games with those children. They play little; their need of playing activity is not developed. In special schools didactic games are applied more often in junior classes, during mathematics, native language, crafts, art, other lessons. Didactic games are applied in higher grades too, but the role, the place; the effect of the games in special schools is not investigated widely. In this work the needs for playing activities, peculiarities of the games of the children with mental disabilities and possibility to use games in their education are studied. Junior schoolchildren with retarded intellectual development have higher need of playing than their normal developing peers. The level of evolution of the games for 10-11 years old children in special schools is low (41,7%) and medium (35%). Those children are able to play simple plot games with toys, the actions of the games are equal to the logic of reality, there arc roles with the names etc. Yet their games are not creative, but stereotypical repeated, monotonous. Their abilities to fulfill the role of the game and the actions connected with the role are very poor. Very few children from special schools are able to play games, reflecting some social occurrences or their attitudes to the people. Abilities to play games only of 15% of 10-11 years old children with slow intellectual development were evaluated as high level of evolution. [Text from author]