COGNITIVE DEVELOPMENT OF SCHOOL CHILDREN – OPERATIONAL THINKING IN THE NORM AND PATHOLOGY
DOI:
https://doi.org/10.24919/2313-2094.5/37.102612Keywords:
children, сognition, operational thinking, reading, dyslexiaAbstract
The aim of psychological research is the assessment of maturity of thinking in children (measured by the efficiency of operational thinking). The research was conducted on a group of sixty six-year old children (with developmental norm and with risk of dyslexia). The analysis focuses on the comparison of the maturity of thinking in the group of children who manifest difficulties in reading and those who can read without any problems.
The lower level of thinkingʼs logical structures coordination was obtained in the group of children with risk of dyslexia (such as low level of reasoning by analogy, adding and multiplying skills and features of pre-operational thinking). Children with risk of dyslexia do not manifest features which are important for reading ability. Their strategy and correctness of reading are on a worse level compared to children without the risk of dyslexia.
In children burdened with reading difficulties one can observe a lower level of coordination of structures of logical thinking: low levels of reasoning by analogy, low level of logical addition and multiplication, domination of figurative collections based on direct, perceptually or imaginatively recognized relations, characteristics of preoperative thinking. The efficiency of operational thinking may be an indicator of the level of reading skills. Research has shown that learning to read requires a certain level of cognitive development. It can be assumed that the delays in the operational development of reasoning may affect difficulties in this regard.
Not all children of 6 years of age manifest fully formed characteristics of thinking essential for reading: decentration, reversibility, understanding transformations, abstraction, generalization, comparison, classification (creating and naming classes) and the operations on words based on the ability to describe the relationship. The lack of these features of concrete thinking adversely affects the shaping of the concepts necessary for the mastery of the language system – it may contribute to difficulties in reading and hinder the start at school. The presented research confirm the differences in the way of operational thinking between children with the risk of dyslexia and in the developmental norm.
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