DEVELOPMENT OF THE TARGET ORIENTATION OF PRESCHOOL CHILDREN WITH SPECIAL EDUCATIONAL NEEDS: RESOURCES OF GAMING ACTIVITY

Abstract

The article is devoted to highlighting the result of the psychological discourse, which aimed to outline the influence of play activities of preschool children on the dynamics of the process of development of their target orientation. Attention is focused, on the one hand, on the psychological content of children's play in the preschool age period, and on the other hand, on the peculiarity of the phenomenon of “target orientation”, its analysis from the perspective of the personality of a child who has special educational needs. It has been proven that goal orientation, as a psychological phenomenon, should be studied in view of the characteristic features of the “psychological-individual” and “activity” content, since it is this content recognized by psychologists as the most constructive. In particular, the expediency of considering the development of the target orientation of a child with special educational needs as a parameter of his successful adaptation in the conditions of an inclusive environment is substantiated by the above; the psychological support of such a process forms its appropriate position, where partnership relations with the family of a categorical child become important. The sensitivity in this regard is established at the early age of the child, since this period of life occurs, in particular, the intensity of game activity, high cognitive activity and interest in the attitude towards unfamiliar adults; in the age period up to three years, contours of the child's demonstration of individuality and autonomy are already observed. As a result of the analysis of certain practical-orientative aspects of the game activity of children with delayed psychological development, the effectiveness of story role-playing games in the development of the target orientation of a categorical child was confirmed.