The role of psychological and pedagogical tools in the development of productive and reproductive thinking of primary school children with mental retardation

the article is devoted to the study of the specifics of the use of psychological and pedagogical tools for the development of thinking activity of primary school children with mental retardation. The work presents a comprehensive analysis of theoretical and empirical studies that reveal the features of the cognitive development of this category of students. The qualitative originality of thought processes in children with mental retardation is established, manifested in the dominance of visual-figurative thinking with a significant lag in the formation of conceptual structures. The effectiveness of using subject-creative tasks in combination with reflexive technologies for activating the reproductive and productive components of thinking is substantiated. A direct connection between the adequacy of self-esteem and the level of cognitive development has been revealed, which confirms the need for an integrated approach to the formation of intellectual characteristics of students. Scientific novelty lies in the systematization and theoretical substantiation of the role of psychological and pedagogical tools in the development of various types of thinking in primary school students with mental retardation, as well as in the presentation of a comprehensive description of the specific features of their mental activity, taking into account modern trends in the growth of the number of children with minor intellectual disabilities.

mental retardation, productive thinking, reproductive thinking, primary school students, psychological and pedagogical tools, visual-figurative thinking, subject-creative tasks, reflexive technologies