GAME ACTIVITY IN THE SYSTEM OF SOCIALIZATION OF PERSONS WITH INTELLECTUAL DISABILITIES
DOI:
https://doi.org/10.31392/UDU-nc.series19.2025.48.01Keywords:
game activity, socialization, individuals with intellectual disabilities, game, corrective influence, cognitive processes, social skillsAbstract
Play is an important element of the socialization system of people with intellectual disabilities. It has numerous benefits and can significantly affect the development of such people. Among the main aspects affected by play is the development of social skills, as play helps children with intellectual disabilities learn to interact with others. In the process of playing, they learn to share, cooperate, resolve conflicts and understand social norms. Development of communication, as play stimulates the development of speech and communication skills. Children learn to express their thoughts, feelings and needs, as well as listen to others. Emotional development improves, play allows children to express their emotions, learn to control them and understand the emotions of others. This is important for the formation of empathy and the ability to sympathize. A positive effect on cognitive development has been noted, play stimulates thinking, attention, memory and imagination. Many games involve motor activity, which contributes to the development of motor skills, coordination and general physical condition. Play activities can be adapted to the needs and abilities of each child, which indicates the use of an individual approach, the involvement of special games and materials that can help ensure successful participation in the game. Through play, children with intellectual disabilities have the opportunity to participate in joint activities, which promotes their integration into society and reduces stigmatization. Joint play with peers, as well as participation in group games, can significantly improve the quality of life of people with intellectual disabilities, contributing to their socialization and adaptation in society.
References
1. Ahafonova S. V., Drozhyk L. V. (2023) Znachennia ihrovoi diialnosti u rozvytku ditei z intelektualnymy porushenniamy. «Formuvannia zhyttievoi kompetentnosti osib z osoblyvymy osvitnimy potrebamy v systemi pozashkilnoi, spetsialnoi ta inkliuzyvnoi osvity»: zbirnyk nauk. prats.
2. Azarova L. Ye., Franchuk N. L. (2016.) Orhanizatsiia ihrovoi diialnosti doshkilnykiv yak sotsialno-pedahohichna problema. Zbirka naukovykh prats «Vzdelávanie a spoločnosť (Osvita ta suspilstvo)» Preshovskoho universytetu v Preshovi.
3. Hladchenko I. V. (2012) Kompleks prohramno-metodychnoho zabezpechennia «Zmist korektsiino-spriamovanoho navchannia ta vykhovannia rozumovo vidstalykh ditei u spetsialnykh doshkilnykh zakladakh» (prohrama z ihrovoi diialnosti, metodychni rekomendatsii, dydaktychni materialy).
4. Yepifanova-Kozhevnikova T. V. (2022) Osoblyvosti formuvannia ihrovoi diialnosti doshkilnykiv z porushenniamy intelektualnoho rozvytku. Aktualni pytannia spetsialnoi, inkliuzyvnoi i zdoroviazberezhuvalnoi osvity : zb. nauk. pr. (materialiv kruhloho stolu 20 zhovt. 2022 r., m. Kharkiv).
5. Kanosa N. H., Komarnitska L. M. (2023) Psykholohichni aspekty orhanizatsii ihrovoi diialnosti ditei doshkilnoho viku. Habitus.
6. Kurienkova A. V. (2019) Metodychni osoblyvosti provedennia siuzhetno-rolovoi hry sotsialnoho spriamuvannia zi starshymy doshkilnykamy z intelektualnymy porushenniamy. Aktualni pytannia korektsiinoi osvity.
7. Kurienkova A. V. (2019) Osoblyvosti provedennia siuzhetno-rolovoi hry sotsialnoho spriamuvannia zi starshymy doshkilnykamy z intelektualnymy porushenniamy. Visnyk Cherkaskoho natsionalnoho universytetu imeni Bohdana Khmelnytskoho. Seriia «Pedahohichni nauky».
8. Trykoz S. V. (2012) Kompleks prohramno-metodychnoho zabezpechennia «Zmist korektsiino-spriamovanoho navchannia i vykhovannia rozumovo vidstalykh ditei u spetsialnykh doshkilnykh zakladakh» (prohrama z sensornoho vykhovannia, metodychni rekomendatsii, dydaktychni materialy). K. : PrAT «Vydavnytstvo «Kyivska pravda».
