Keyword: «psychological and pedagogical conditions»

The article presents the results of a theoretical analysis of the problem of the formation of temporal representations in children with mental retardation. The authors suggest that the effective formation of temporal representations is conditioned by a number of psychological and pedagogical conditions and occurs through the activation of forecasting skills, through the knowledge of time standards, natural phenomena and social events. The importance of an interdisciplinary approach in the process of correctional and developmental work is emphasized. Special attention is paid to substantiating the concept of «feeling of time», which acts as a personality quality that provides a quantitative and qualitative assessment of the time parameters of one's own activity. The methodological basis of the study was modern psychological, pedagogical and neuropsychological approaches, and the principles of correction of higher mental functions in children with mental retardation.

This article addresses the challenges of developing social and personal competencies in primary school-aged children with intellectual disabilities. It highlights the potential of extracurricular activities as an effective pedagogical tool within correctional and developmental education. The authors outline the psychological and pedagogical conditions that most effectively support the development of these competencies. They also categorize the most effective extracurricular activities designed to foster harmonious personality development, communication skills, behavioral strategies, and adaptive social abilities in this group of children. The materials of the article may be of interest to defectologists, teachers, and psychologists working with children with intellectual disabilities.