Abstract:

Introduction:
Special pedagogical tools, including toys and manuals, are an effective pedagogical tool for the child’s psyche development. The toys and manuals’ design decisions should be determined by the child’s age, the nature of life activity limitation, and the age psychological achievements. Modern didactic and play manuals for their pedagogical, aesthetic, and ergonomic characteristics, on the one hand, cannot always be used for the practical skills formation in children with disabilities, on the other hand, they do not always contain special developmental effects that ensure the formation of the compensatory mechanism. The present study was performed and a concept for the special didactic aids and toys development was proposed to solve these issues.

Methodology:
Structured observation of 62 didactic aids usage in correctional and pedagogical classes with children having the nervous system diseases; questioning of teachers in relation to the achievement of certain pedagogical effects and educational objectives. The procedure of factor analysis by the method of principal components, including the Kaiser criterion and the three-factor model, was used to determine the didactic aids correspondence to children’s educational needs.

Results:
The results analysis showed, for several factors, insufficient game aids correspondence to the life activity limitations and the special educational needs of children with the nervous system diseases, as well as the dissatisfaction of teachers with the results of their use in the process of correctional and pedagogical classes. The first factor (the share of explainable variance is 26.5%) combined the indicators “promoting the development of visual perception” (0.724), “promoting the development of attention and memory” (0.648), “promoting the development of speech” (0.625), “promoting the development of analysis and synthesis processes” (0.618). The factor content made it possible to interpret it as “intellectual/cognitive”. The second factor (the share of explainable variance is 20.1%) included the variables “assistance to the development of the movement” (0.765), “assistance to the development of the practical action” (0.713), “multi-functionality” (0.639). The components of this factor were allowed to be designated as “motor”. The third factor (the share of explainable variance is 14.8%) combined “the ability to generate sustained interest” (0.711), “the desire to repeat the game” (0.643), “fostering cooperation and communication” (0.616). The last factor is called “social”.

Conclusions:
The content of psychological and pedagogical work with children with nervous system diseases depends on the age, character, and volume of the children's life limitations. Therefore, special attention should be paid to the choice of pedagogical tools for psychological and pedagogical work with children with nervous system diseases, which should be correlated with special developmental components.

Keywords:

Children with the nervous system diseases, disabilities, correctional and pedagogical classes, didactic aids.