THE STUDY OF THE LEVELS OF COGNITIVE READINESS FOR LEARNING OF SENIOR PRESCHOOLERS WITH AUTISM SPECTRUM DISORDERS

Yuliia Sidenko

doi:10.23856/4021

Yuliia Sidenko Sumy State Pedagogical University named after A. S. Makarenko http://orcid.org/0000-0003-2749-5915

Keywords: autism, autism spectrum disorders, senior preschool age, cognitive readiness

Abstract

The article considers the levels of formation of cognitive readiness for learning of senior preschoolers with autism spectrum disorders. The theoretical and analytical work on studying the problem of formation of cognitive readiness for learning of senior preschoolers with autism spectrum disorders was based on the diagnostics of the levels of cognitive readiness for learning of children of this category and helped identify the components in its structure (memory, attention, imagination, thinking, perception). The criteria included auditory memory, voluntary attention, productive imagination, logical thinking, visual perception. The indicators included memorizing the list of words by ear, focusing on the task, correct construction of the whole based on parts of the image, description of the logical sequence of events on the plot, reproduction of the integrity of the image. Three levels of cognitive readiness formation were determined: high, medium, low. The study of the levels of formation of cognitive readiness for learning of senior preschoolers with autism spectrum disorders of the experimental group was carried out according to the comparative principle by comparing their results with the indicators of senior preschoolers with autism spectrum disorders of the control group. A low level of formation of cognitive readiness for learning of senior preschoolers with autism spectrum disorders of the control group was empirically found out, which is caused by the insufficient level of formation of its structural components.

References

1. Ostrovs’ka K. O., Kachmarik H. V. (2013). Osoblivostі psihologіchnogo suprovodu navchannya autichnih dіtej. [Features of psychological support of education of autistic children]. Naukovij chasopis NPU іm. M. P. Dragomanova. Korekcіjna pedagogіka ta psihologіya. Kiїv: NPU іmenі M. P. Dragomanova. vol. 19. № 23. pp. 370-374. from https://fsio.npu.edu.ua/nch19kpsp/arkhiv/naukovyi-chasopys-npu-imeni-m-p-drahomanova-seriia-19-korektsiina-pedahohika-ta-spetsialna-psykholohiia-zbirnyk-naukovykh-prats-23/ostrovska-k-o-kachmaryk-kh-osoblyvosti-psykholohichnoho-suprovodu-autychnykh-ditei-psykholohichna-korektsiia [in Ukrainian]
2. Pochkun Y. O. (2018 a). Analіz problemi pіznaval’noї gotovnostі do navchal’noї dіyal’nostі dіtej іz autistichnimi porushennyami. [Analysis of the problem of cognitive readiness for learning activities of children with autistic disorders]. Іnnovacіjna pedagogіka. Odesa: Prichornomors’kij naukovo-doslіdnij іnstitut ekonomіki ta іnnovacіj. № 6. pp. 95-100. from http://www.innovpedagogy.od.ua/archives/2018/6/21.pdf [in Ukrainian]
3. Pochkun Y. O. (2018 b). Doslіdzhennya stanu pіznaval’noї gotovnostі doshkіl’nikіv z autistichnimi porushennyami do navchal’noї dіyal’nostі. [Research of the state of cognitive readiness of preschoolers with autistic disorders for educational activities]. Osvіta osіb z osoblivimi potrebami: shlyahi rozbudovi. Kiїv: NPU іmenі M. P. Dragomanova. № 14. pp. 153-159. from https://spp.org.ua/index.php/journal/article/view/52/48 [in Ukrainian]
4. Ribchenko L. K. (2016). Psihologіchnі mekhanіzmi stvorennya pedagogіchnih umov efektivnoї korekcіjnoї roboti z autichnimi dіt’mi. [Psychological mechanisms of creating pedagogical conditions for effective correctional work with autistic children]. Naukovij chasopis NPU іmenі M. P. Dragomanova. Korekcіjna pedagogіka ta specіal’na psihologіya. Kiїv: NPU іmenі M. P. Dragomanova. vol. 19. № 32. pp. 370-374. from https://fsio.npu.edu.ua/nch19kpsp/arkhiv/naukovyi-chasopys-npu-imeni-m-p-drahomanova-seriia-19-korektsiina-pedahohika-ta-spetsialna-psykholohiia-zbirnyk-naukovykh-prats-32-chastyna-2/rybchenko-l-k-psykholohichni-mekhanizmy-stvorennia-pedahohichnykh-umov-efektyvnoi-korektsiinoi-roboty-z-autychnymy-ditmy [in Ukrainian]
5. Skripnik T. V. (2019). Pіdgotovka ditini z rozladami autistichnogo spektra do navchannya u zakladі osvіti. [Preparing a child with autism spectrum disorders to study in an educational institution.] Kiїv. Al’yant. [in Ukrainian]
6. Tarasun V. V. (2018). Autologіya і praktika. [Autology and practice]. Kiїv: Vadeks. [in Ukrainian]
7. Tarasun V. V., Hvorova G. M. (2004). Koncepcіya rozvitku, navchannya і socіalіzacії dіtej z autizmom. [The concept of development, learning and socialization of children with autism]. Kiїv: NPU іmenі M. P. Dragomanova. [in Ukrainian]
8. Shul’zhenko D. І. (2010). Autizm – ne virok. [Autism is not a sentence]. L’vіv. Kal’varіya. [in Ukrainian]
9. Sidenko Y., Kolyshkin O. (2020). The use of corrective technologies in the process of preparing senior preschoolers with autism spectrum disorder for learning activities. Estonia Tallin: EUREKA: Social and Humanities. vol. 3. pp. 47-52. from http://journal.eu-jr.eu/social/article/view/1355 [in English]