Education of early children with cerebral palsy in conditions of deprivation

Abstract

The urgency of the problem of raising young children with cerebral palsy is due to the need to take into account the peculiarities of their psychophysical development and create conditions to prevent them from deprivation. These children are characterized by violations of the physical, emotional, personal spheres, which require a comprehensive approach to overcoming them. Raising children with cerebral palsy is burdened by a state of deprivation, which appears in them due to the limitation or inability to meet the needs of children in physical activity, sensory stimulation, establishing emotional ties with loved ones.
The purpose of the study is to reveal the features of raising young children with cerebral palsy in conditions of deprivation, and involves the use of methods of theoretical analysis and synthesis, generalization of the basic provisions of special psychology and correctional pedagogy on the specifics of raising children with cerebral palsy and finding effective means of educational work with them.
Results of the research. The main role in the education of young children with cerebral palsy is played by parents, who provide the basic needs for care and love, communication, enriching with new knowledge about the world around them. Due to the lack of parental care, loss of attachment of the child due to prolonged absence of the mother, the child develops a state of deprivation. The negative impact of social, sensory, communicative deprivation on the mental development of a child with cerebral palsy has been identified.
Features of physical and sensory education of young children with cerebral palsy in conditions of deprivation include pedagogical influence on them to increase motor activity, development of fine and gross motor skills, mastering of sensory standards for cognition of the world around.
The conditions for the effectiveness of raising young children with cerebral palsy are early onset of complex impact, organization of educational work based on leading activities, observance of the daily routine, enrichment of the environment with bright sensory stimuli, use of various games and exercises aimed at comprehensive development.