RESEARCH ON THE STATE OF FORMATION OF CONCEPTION OF NATURE IN PRESCHOOLERS WITH INTELLECTUAL DISABILITIES
DOI:
https://doi.org/10.31110/2616-650X-vol14i6-005Keywords:
conception of nature, children with intellectual disabilities, preschool age, environmental educationAbstract
The article analyzes the results of an experimental study examining the formation of concepts of nature in preschool children with intellectual disabilities (ID). The significance of ecological education and the development of concepts of nature in early childhood is substantiated, with emphasis placed on their impact on the cognitive and social development of children with ID. The article presents the outcomes of an experiment investigating preschoolers’ concepts of nature across five thematic areas: “Plants,” “Animals,” “Birds,” “Insects,” and “Inanimate Nature and Seasons.” The findings revealed that across all thematic domains, the majority of participants (65%-76,67%) demonstrated a low level of concept formation and awareness; no child achieved a high level. The most challenging tasks for preschoolers with ID were those related to knowledge about insects, understanding seasonal changes in nature, and establishing and explaining cause-and-effect relationships. For comparative purposes, the study also examined the state of concept formation in preschoolers with typical development, which showed predominantly medium levels, with a notable proportion of children achieving high levels (18,33% to 38,33%, depending on the thematic tasks). A survey of educators in special preschool institutions identified difficulties in forming concepts of nature among children with ID, including fragmentary and inaccurate perception, underdevelopment of memory, thinking, and speech, low cognitive interest, lack of coherent speech, and insufficient volitional regulation of activity and behavior. Teachers emphasized the significant role of parents in shaping preschoolers’ concepts of nature and highlighted effective methods and techniques for this process, including observation, excursions, didactic games, and demonstrations of natural objects and phenomena. The obtained results can be applied in the educational process and in corrective developmental work with preschool children with intellectual disabilities.
References
Базовий компонент дошкільної освіти (нова редакція). URL : https://mon.gov.ua/storage/app/media/rizne/2021/12.01/Pro_novu_redaktsiyu%20Bazovoho%20komponenta%20doshkilnoyi%20osvity.pdf
Бєлєнька Г. В., Науменко Т. С., Половіна О.В. Дошкільнятам про світ природи : метод. посіб. Київ, 2013. 115 с.
Дидактичні та методичні засади спеціальної освіти розумово відсталих дошкільників : нав.-метод. посіб. /
Н.О. Макарчук, А.М. Висоцька, О.В. Чеботарьова, А.В. Міненко, С.В. Трикоз, Г.О. Блеч., І.В. Бобренко, І.В. Гладченко. Київ, 2014. 337 с.
Дуткевич Т. В. Дитяча психологія: навч. посіб. Київ : Центр учбової літератури, 2012. 424 с.
Лисенко Н. В., Мацук Л. О., Лисенко О. М. Ознайомлення з природою та основи проекологічної освіти дітей дошкільного віку : підручник. Київ : Видавничий Дім «Слово». 2019. 336 с.
Програма розвитку дітей раннього та дошкільного віку з інтелектуальними порушеннями / О.В. Чеботарьова, Г.О. Блеч, І.В. Гладченко та ін.: За наук. ред. О.В. Чеботарьової, І.В. Гладченко. Київ : ІСПП імені Миколи Ярмченка НАПН України, 2023. 438 с.
Репета С.Р., Джура Н.М. Екологічне виховання дітей старшого дошкільного віку в умовах закладу дошкільної освіти. Інноваційна педагогіка. 2022. Вип. 50. Т.1. С. 199-203. https://doi.org/10.32782/26636085/2022/50.1.41
Трикоз С. В., Блеч Г. О. Дитина з порушеннями інтелектуального розвитку. Харків : Вид-во «Ранок», ВГ «Кенгуру», 2018. 40 с.
Чорна Г. В., Скірко Г. З. Формування екологічної компетентності дітей старшого дошкільного віку в різних видах діяльності в природі. Інноваційна педагогіка. 2021. Вип. 31. Т. 2. С. 163–169. https://doi.org/10.32843/26636085/2021/31-2.34
Béclin F., Kosinski T. & Rusinek S. Cognitive benefits of nature for children and adolescents with intellectual development disorder. Alter: European Journal of Disability Research, 2025. Vol. 19-2. P. 23-29. https://doi.org/10.4000/144a0
Eisenhower A. S., Baker B. L. & Blacher J. Preschool children with intellectual disability: syndrome specificity, behaviour problems, and maternal well-being. Journal of Intellectual Disability. 2005. Vol. 49. P. 657–671. https://doi.org/10.1111/j.1365-2788.2005.00699.x
Eldevik S., Jahr E., Eikeseth S., Hastings R. P. & Hughes C. J. Cognitive and adaptive behavior outcomes of behavioral intervention for young children with intellectual disability. Behavior Modification. 2010. Vol. 34, P. 16–34. https://doi.org/10.1177/0145445509351961
Van Der Schuit M., Peeters M., Seegers E., Van Balkom H. & Verhoeven L. Home literacy environment of pre-school children with intellectual disabilities. Journal of Intellectual Disability. 2009. Vol. 53. P. 1024–1037. https://doi.org/10.1111/j.1365-2788.2009.01222.x
Ward J.S., Duncan J.S., Jarden A., Stewart T. The impact of children’s exposure to greenspace on physical activity, cognitive development, emotional well-being, and ability to appraise risk. Health & Place, 2016. Vol. 40. P. 44–50. https://doi.org/10.1016/j.healthplace.2016.04.015
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Мар'яна Буйняк
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0)that allows others freely to use (read, copy and print) submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
- Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.
