Development and correction of social emotions in preschool children with intellectual disabilities
The results of experimental work on the development and correction of social emotions in preschool children with intellectual disabilities are presented. The features of emotional identification of older preschoolers are revealed. It describes the main tools, forms and methods of correctional work, which was carried out from the perspective of an integrated approach. Positive dynamics in the perception, understanding and reproduction of emotions by preschoolers was noted. Children also had an increased level of empathy - the ability to empathize.