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.

The relevance of this study stems from the social demand for the spiritual and moral development of the younger generation in the context of dynamic sociocultural changes and the need to find effective pedagogical tools that meet the characteristics of modern teenagers. Early adolescence (12–13 years) is critical, on the one hand, and a sensitive period, on the other, for the active formation of value-meaning sphere and personal self-determination. Initial diagnostics revealed fragmentation and instability of spiritual and moral orientations, polarization in the understanding of ethical categories, and the dominance of pragmatic and egocentric attitudes among adolescents. The article presents the results of a study demonstrating the effectiveness of museum pedagogy as a unique means of developing the spiritual and moral sphere of students. The aim of the study is to identify the psychological and pedagogical conditions that ensure the effective development of spiritual and moral personal characteristics in younger adolescents through museum pedagogy. The methodological foundation comprises the anthropological and axiological approaches. The study utilized a combination of theoretical and empirical methods. To assess the reliability of the changes, Student's t-test for dependent samples was used. The empirical base: 7th-grade students (N = 60). A comprehensive psychological and pedagogical program «A Museum in My Soul» was developed and tested. It implements the identified conditions through the integration of the museum environment, psychological methods, and musical influence. The results of the control stage showed statistically significant positive changes: deeper understanding of moral concepts (p < 0.01), reorientation of the value hierarchy towards altruistic and self-actualizing values (p < 0.01), and an increase in the proportion of students with a stable humanistic orientation. The novelty lies in identifying the characteristics of developing spiritual and moral qualities in adolescents under the influence of museum pedagogy. The theoretical significance of the study lies in substantiation of the psychological and pedagogical conditions for the development of spiritual and moral characteristics through mechanisms of emotional and value immersion, dialogue, and reflective and creative activity in the museum space. Its practical significance is determined by the effectiveness of the tested «Museum in My Soul» program, the adapted diagnostic methodology, and the readiness of the materials for implementation in the educational process.

This article examines the problem of monologue speech development in older preschool children with disabilities through storytelling technology. The psychological and pedagogical conditions that allow the introduction of this technology into the correctional process are revealed: the use of visualization, game motivation and step-by-step learning. The data obtained can be used by speech therapists in the organization of speech therapy work on the development of monologue speech in older preschoolers with severe speech disorders.