PARTICULAR QUALITIES OF MENTAL FUNCTIONS IN PRESCHOOL CHILDREN WITH MENTAL RETARDATION
The work examines the characteristics of higher mental functions in preschool children with mental retardation (CMR). At preschool age under the influence of training and education takes place an intensive development of higher mental functions (HMF). Gradually leading place in the structure of HMF begins to take a mindset that becomes arbitrary, as well as other processes. The group of children with mental retardation researchers attribute those who do not have alocalised damage of speech, there is no hearing or visual impairment, mental deficiency, and, despite this, many of them have great difficulty in learning. They are characterized by slowing down the formation of cognitive and emotional spheres of their time fixing the earlier age levels. At the same time, in some cases to the forefront will be the delay in emotional development, and intellectual impairment will not be expressed sharply, in other cases, on the contrary, will be dominated by slowing the development of the intellectual sphere. The development of higher mental functions of preschool children with mental retardation is characterized by a total lack of organization, involuntary and unfocused. It is also noted the weakness of its speech regulation. Based on the theoretical analysis of the literature on the problem of the study it has been designed and implemented ascertaining experiment. This experiment aimed to study the peculiarities of memory, attention, thinking and imagination in preschool children with mental retardation and compared with the norm of development.