Fatikhova L.F. Quantity representation as an object of readiness to school diagnostics of children with intellectual disabilities

Fatikhova L.F. Quantity representation as an object of readiness to school diagnostics of children with intellectual disabilities // Preschool Education Today. 2012, Issue 4 - p. 35-39.

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2012, 4

Lidia F. Fatikhova
PhD in Pedagogy, Assistant Professor, department of Special Education and Psychology, Federal State Budgetary Educational Institution of Higher Education “M. Akmullah Bashkir State Pedagogical University”, Ufa, Russia

Abstract

The article explains the need for diagnostic of quantity representations of preschool children. This index is considered to be a dimension of cognitive readiness of a child for school. Two diagnostic methods and their results from preschool children with intellectual disabilities (mental retardation) in comparison with their normally developing peers are presented. The two methods are “The study of understanding of conservation notion”, based on the Piaget’s theory of developmental stages of children’s intelligence, which aimed at identification of child’s ability to understand that objects, regardless of their location and movement, retain their original size, mass, volume; the “Organization” method provides an opportunity to conduct training and, thus, detect learning abilities of the child, and ability to transfer mastered action on to the new situation. In the qualitative analysis survey data from 133 children were used.