Особливості розвитку пам’яті дітей дошкільного віку із затримкою психічного розвитку

The article presents the results of a theoretical and empirical study of the peculiarities of memory development in senior preschool children with developmental delay. Modern scientific approaches to the study of the mnemonic component of the cognitive sphere in preschool children are analyzed, and the specific difficulties in the formation of memory in children with developmental delay are identified. Among the most significant features are a reduced volume of memorization, a slower rate of information acquisition, insufficient development of voluntary mnemonic processes, and a tendency toward rapid forgetting. Within the framework of the research, the author developed criteria and levels for assessing the development of the mnemonic component of the cognitive sphere in preschool children with developmental delay. Based on these criteria, children in the control and experimental groups were differentiated into three levels of memory development: high, medium, and low. This made it possible to determine the quantitative and qualitative characteristics of both the overall level of memory development and its individual types. Based on the results obtained, a program of psychological and pedagogical support for the development of memory in senior preschool children with developmental delay titled “I and the World Around Me” was developed and implemented. The program is based on the use of mnemonic techniques, including figurative, logical, and symbolic methods of memorization that contribute to the development of voluntary memory, improve the efficiency of information acquisition, and stimulate children's cognitive activity. The results of the formative experiment demonstrated an increase in memory productivity, improvement of quantitative and qualitative indicators of memory development, strengthening of voluntary mnemonic processes, and the formation of more effective strategies for storing and reproducing information. The findings confirm the effectiveness of mnemonic techniques as an important tool for the development of memory and psychological and pedagogical support for preschool children with developmental delay.