Minenko A. The forming of ability to the self-regulation of preschool children with Down syndrome

This thesis is devoted to solving the problem of forming self-regulation abilities in preschool children with Down syndrome. A systemic description of the investigated phenomenon was carried out by means of theoretical and methodological analysis of mental development peculiarities of such children and empirical research of psychological mechanisms, components and the state of formation of self-regulation ability of children in this category. It was found that preschoolers with Down syndrome are characterized by uneven development of perception: development of auditory perception dynamics is significanly lower compared to other sensory systems. Impairment of sensory integration is characterized by either decreased sensitivity of sensory systems, or, alternatively, their hypersensitivity. The concept of "self-regulation of children with Down syndrome" is defined as the ability to regulate one's own behavior and activity, which is based on the arbitrariness of mental processes and communication and ensured by the flexibility of sensory reactions. Self-regulation of preschoolers with Down syndrome is ensured by elementary regulatory processes concretized by the state of formation of control and self-control skills, self-service skills, basic communication skills and basic knowledge in behavior self-regulation. The results of the formative part of the study were presented; the methodology of forming the self-regulation ability in preschoolers with Down syndrome was developed along with the theoretical and methodological rationale of technologies of forming the child's basic knowledge during individual and group work and parental psychological guidance. Recommendations on the implementation of methodology for forming self-regulation ability in preschool children with Down syndrome were developed. A comparative analysis was carried out on specifics of forming the ability for self-regulation in preschoolers with Down syndrome by means of sensory integration therapy. The key role of adhering to a spectrum of conditions when forming self-regulation ability in these children was defined: formation of voluntary activity in the child's cognitive, communicative and behavioral activity; ensuring the timely integration of the child in correctional and developmental and educational space; involvement of the child in early intervention system; using techniques to impact parents in the process of formation of basic knowledge as the capacity for self-regulation in children with Down syndrome; implementation of algorithm for elaborating an individual development pathway for a child with Down syndrome. This dissertation contains the results of theoretical and methodological analysis, the results of empirical research of factors influencing the formation of self-regulation ability in preschool children with Down syndrome and their interpretation; theoretical approaches, lines of research, forms, technology for implementing the methodology of forming self-regulation ability in these children, psychological support for parents.