Evaluative assessment of physical development level of pupils with retention in psychic development (RPD) by physical education means (physical exercise)

Abstract

Actuality. "Evaluation leads to maintaining the functional feedback between teachers and pupils" (Cucos 2008). School evaluation is an act of valorisation that interferes with students' lives. But as the education is of several types, like this and the evaluation can be classified. But each type of evaluation has its specific features. Pre-school age is a period of intensive training for all body organs and systems and a sensitive period of mental development. At this age, those motor skills, the abilities of the child that underlie his/her normal physical and mental development develop. At present, the issue of the condition of health and the physical development of children has gained special relevance and social significance. Somatic and neuropsychiatric disorders, as well as various functional disorders, lead to violations of the child's motor development and reduce the rate of development the normal psychic pace. It is known that many children of pre-school age have abnormalities in psychomotor development, with various manifestations and causes. A frequent occurrence of a pre-school development disorder is the Retention in Psychic Development (RPD). In special pre-school pedagogy there are no studies dedicated to the research of the motor development characteristics of children with retention in psychic development, the main directions and the content of the development works and the deficiencies in the development of their motricity have not been determined. The above allows us to talk about the relevance of the selected subject. The subject is the dynamic method of physical development of children with Retention in Psychic Development (RPD). The aim of our work is to determine the physical development dynamics in children with Retention in Psychic Development (RPD) through means of physical exercise. In line with the purpose the research objectives have been made: 1. Identifying psychological and physiological prerequisites for corrective work under development with Retention in Psychic Development (RPD). 2. Determining the necessity and role of physical culture in the process of correcting developmental deficiencies. 3. Investigation of the Specific Characteristics of motor skills learning in Children with Retention in Psychic Development (RPD). Methods of research: 1. Analysis and generalization of data from the scientific-methodological literature. 2. Pedagogical testing and pedagogical experiment. 3. Statistical and mathematical methods. Conclusions Through systematic work and well-chosen techniques in working with children with retention in psychic development in physical education, there is a dynamic in the functional development of children with disabilities. Thus, our hypothesis is proven.