Features of memory development in primary school children with mild mental retardation in extracurricular activities

Abstract

The article deals with the problem of memory development in primary school children with mild mental retardation in the context of extracurricular activities. The psychological and pedagogical features of mnestic processes in this category of children are analyzed, and the practical experience of teachers and psychologists of the Russian Federation and the Republic of Sakha (Yakutia) is summarized. The results of an experimental study conducted on the basis of a correctional institution in Neryungri with the participation of six primary school children (aged 8-9 years) are presented. The ascertaining stage using the methods of «Learning 10 words» (A.R. Luria), «Mediated memorization» (A.N. Leontiev) and «Reproduction of stories» (S.Ya. Rubinstein) revealed a predominance of low and medium levels of memory development. To correct the identified difficulties, the pedagogical program «Interesting Lessons» was developed and tested, including 30 lessons based on the integration of mnemonics, play therapy, intermodal transfer exercises and productive activities. The final diagnostics showed a statistically significant positive dynamics: the proportion of children with a low level of memory decreased from 67 to 33% (according to the methods of Luria and Rubinstein), and with an average level increased to 67%. The reliability of the changes is confirmed by the Wilcoxon T-test (p≤0.01). The materials of the article can be useful for special education teachers, educational psychologists and students of pedagogical specialties.