Keyword: «constructive skills»

Article is devoted to questions of the organization of teaching and educational process of the modern person, paying special attention to development of bases of constructibility. The author offers a number of recommendations based on the theory of constructive training.

The purpose of our study was to carry out corrective work aimed at developing constructive skills in children of senior preschool age with a delay in their mental development, and to determine the effectiveness of this corrective work. We identified the following phases of corrective and pedagogical work with children (according to O. P. Gavrilushkina), taking into account the results of the analysis of scientific and methodological literature. The phase "Learning the adequate choice of parts to create a building", the purpose of which is to teach children how to make the right choice of parts in color, shape, size based on a sample of construction and on the teacher’s verbal instruction. The phase "Learning how to connect parts", the purpose is to teach children to connect parts together, taking into account the features of the constructor game. The phase "Learning the spatial arrangement of parts", the purpose is to teach children to place the details of the constructor game in space, achieving similarity of construction with a real object. In accordance with each phase of work, we selected tasks that were offered to preschoolers in the course of experimental studies. We obtained the following data. Thanks to the organized and carried out corrective work, positive changes have occurred in the development of constructive skills of preschool children with mental retardation. Preschoolers (100%) scored more points on all diagnostic methods at the control stage of the study as compared with the ascertaining stage. At the same time, 67% of children showed positive inter-level dynamics: four children had increased their levels. In 30% of cases, the positive dynamics is intra-level.