The dissertation is devoted to the problem of correction of children 's thinking senior preschool age with intellectual disabilities by means non-traditional painting activities.
It was found that the correction of thinking of older preschool children with intellectual disabilities involves targeted corrective, differentiated training and education with a psychotherapeutic effect, maximum stimulation of all mental operations (analysis, synthesis, generalization, comparison, critical thinking), cultural growth the child in a rich full-fledged educational environment that can to ensure its successful entry into society with involvement in all areas life and even contribute to full compensation (partial or complete) intellectual defect.
Non-traditional pictorial activity in the dissertation is considered as an effective tool for the formation and correction of thinking of children with disabilities intellectual development; used as an element of psychocorrection, thus affecting the quality of verbal contact.
Researched the real state of development of thinking of senior preschoolers with intellectual violations; criterion-diagnostic tools have been developed organization of the ascertaining stage of research of a condition of thinking of seniors preschoolers with intellectual disabilities. Separated the following criteria for thinking of a senior preschooler: operational, motivational-cognitive and emotional-critical. The program-methodical complex of development of thinking for is developed children of senior preschool age by means of non-traditional pictorial activities, containing the main blocks: diagnostic (conducted for the purpose of systematic monitoring of the development of children's thinking and evaluation of the effectiveness of the complex. This stage included: initial, basic and final diagnosis); the block of psychological and pedagogical correction provided realization of direct corrective influence on the child for the purpose of the maximum stimulation of all mental operations (analysis, synthesis, generalization, comparison, critical thinking), increasing the level of formation of thinking. Psychological and pedagogical correction was carried out in three stages: propaedeutic, basic, final. The purpose of the propaedeutic stage was to prepare the child for group work for this stage the basic became the individual form of work. The second stage of psychological and pedagogical correction, which is presented in the program-methodical complex of correctional and developmental work on the development of thinking of older preschoolers with intellectual disabilities «The main correctional and developmental work on the development of thinking» took place in the form of group correctional and psychotherapeutic classes. The purpose of the second stage was the formation of productive activity, activation of initiative, cognitive motives; overcoming passive perception of reality; Increasing the level of visual action and visual thinking; maximum stimulation of all mental operations (analysis, synthesis, generalization, comparison, critical thinking). The stage of correctional and developmental work with development of thinking included 20 developed typical correctional and psychotherapeutic classes. The frequency of repetitions of the presented classes was determined by the level of mastering non-traditional techniques of painting.
The obtained data testified to the effectiveness of the program-methodical complex correctional and educational work on the development of thinking of older preschoolers with intellectual disabilities, in most preschoolers of the experimental group there were qualitative changes in the levels of formation thinking, namely, the following positive dynamics was revealed: decreased the number of behavioral disorders, conflicts with peers and adults, new elementary ideas about adequate justification were formed combination of subjects in one group; children showed more opportunities to analysis, synthesis, comparison, classification, abstraction, generalization; the ability to transfer actions to new conditions in solving visual-action problems; the level of formation of visually effective and visually figurative thinking has increased; increased motivation, formed cognitive interest. Senior preschoolers experimental group demonstrated purposefulness, sociability in performing tasks; emotional reaction to comments, difficulties, failure, praise became more adequate; in children it was possible observe elements of critical thinking; increased the pace of work, increased attentiveness.
