Communication Development in Children With Special Educational Needs Through Game at Physical Education Lessons

Abstract

In various researches, emphasis is placed on the particular importance of the common game activity in the peer group for children's learning of verbal means of communication: The expressions, which are part of the dynamic game, signify the transition from the situative forms of communication to the non-situative ones. Complicating the content of verbal contacts is done by broadening the theme of children's expressions, related to the updating of cognitive representations, personal preferences and subjective appreciations of communicators. When the game is used in the educational process, it acquires significant psycho-pedagogical functions, ensures active participation of the pupil at the lesson, increases his / her interest for knowledge and the content of the lessons, offers the organized framework for practicing the communication. In modern society, known as the society of information and communication, it is surprising that we continue to limit the capacity of communication to certain parts of the population such as students with special educational needs. For them, communication restraints mean an obstacle to the development of their educational capacities (Fernandez, 2016). The purpose of this study derives from the complexity of activities involving interaction during Physical Education lessons. The study focuses on identifying direct or indirect forms of communication in Physical Education lessons, as well as how they are used and how they are reflected in specific moments of the lesson structure.

The main research methods include the bibliographic study, the observation method and some evaluation tests, which form the basis for the necessary documentation and understanding of the communication process in association with the physical education (game) activities.

Keywords

• physical education lessons,Dynamic games,development

References

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