Supporting the development of children with moderate and severe intellectual disabilities in a special kindergarten – a practical approach

Abstract

The aim of this article is to characterize the cognitive development of a preschool child on the basis of selected theoretical concepts in relation to moderate and severe intellectual disability. These considerations will serve as a guideline for further theoretical analyses and practical activities supporting the development of children with intellectual disabilities. From a biological perspective, intellectual disability is a typical medical problem. In the developmental context, it means “a failure in the process of development” (Kościelska 1995; Speck, 2015). I assume that the determinant for planning and implementing the content, forms and methods of teaching in special kindergarten should be the level of cognitive development of each child. In the study I refer to selected concepts of development in the terms of Jean Piaget and Lev Vygotsky, which, as I assume, can be a field for analysis of the development of children who require multi-profile support.