Psychologists of child care settings who are engaged in diagnosing psychological readiness of children for school education distinguished a group of individuals who are not sufficiently ready for the school education. At that, the overall assessment of the intellectual development of a child can be within the average age-related values. However, in the course of special research (defectological, neuropsychological), the attributes of certain extent of general speech underdevelopment are often detected. Thus, we face the task to identify the causes of school de-adaptation of children who have speech pathology. The article provides information on serious deviations of spatial and temporal elements of anticipation consistency of children with speech pathology; analyzes the indexes, which describe the voluntariness of mental activitythe ability to control consciously one's actions and mental processes. It was revealed that the typical attribute of children with general speech underdevelopment was insufficient self-control at fulfillment of tasks; they failed to follow carefully the rules and showed dominance of game interest. The analysis of the results allows identifying the decrease of the temporal consistency indexes, which is manifested in the prevailing emotionally personalized assessment of time restricting their ability to evaluate and plan time efficiently. We observed a very low level of development of motor coordination of children with general speech underdevelopment, which level is considered as the reflection of the probabilistic forecast on the level of motion anticipation. But the results of informative questions assessing the spatial element of anticipation consistency of the children with general speech underdevelopment are validly better than of the children in the control group. The obtained results enrich the understanding of psychological regularities of mental development of speech with the understanding of the required participation in this process of anticipation abilities, thus contributing to the theory of development psychology.
The problem of socio-psychological adaptation and socialization among the children with developmental disabilities in society is actively studied by researchers. As the resource for the successful socialization of children with developmental anomalies, they regard the ability to anticipate that allows children to plan their own actions, avoid psychotraumatic situations and to prevent behavioral disorders and deviant behavior. The purpose of this study was to identify the specifics of future event prediction by the children with speech, sight, hearing impairment, motor disabilities and to develop an algorithm future event prediction ability in the areas of relationships with adults and peers. The authors performed an empirical study of 184 schoolchildren at the age of 8-10 years without developmental disorders and with speech, hearing, vision and motor impairment. Using the technique "The ability to predict in the situations of potential or a real violation of the social norm", a low level of the regulatory function of forecasting was revealed in the areas of learning, family and virtual interaction among younger schoolchildren with developmental disabilities. The authors developed an algorithm to develop the ability of future event prediction by the children with developmental disabilities. The algorithm includes 2 directions: the development of forecasting in the areas of educational and extracurricular activities. The system of work for each criterion of prognostic competence includes 6 stages and has a certain sequence: from individual tasks, during which A student learns the correct forecasting strategies to group forms of work that allow to consolidate the acquired skills and learn the way of their application in life conditions close to reality.
При цитировании ссылка на журнал «Интеграция образования Integration of Education» обязательна. Полное или частичное воспроизведение в СМИ материалов, опубликованных в журнале, допускается только с разрешения редакции ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ INTEGRATION OF EDUCATION
The urgency of this issue is due to the uniqueness of infancy that is recognized as one of the most significant in the development of a number of child's psychological functions. System of early intervention provides the widest coverage of children with developmental delays at early stages of ontogenesis that contributes to the prevention of secondary delays and to the most effective use of sensitive periods in the development of higher physical functions for children's recovery and growth. The history of formation and evolution of early intervention system in the Russian Federation and abroad will be reviewed in the framework of this research.
The study examines such complex social and socio-psychological problem in teaching and education as disruptive behavior. Today the problem is challenged by the growing tendencies in prevalence, reduced age limits of their manifestation, and also differentiation (increase in the types of disruptive behavior) in both addictive and delinquent behavior. The aim of the study is to justify the anticipatory-prognostic mechanism of socio-psychological adaptation in disruptive behavior. The Anticipatory-prognostic mechanism ensures goal setting, planning and programming of behavioral patterns. It is included in the decision-making processes and in communicative acts. Anticipatory-prognostic processes play one of the main roles in behavior regulation. The anticipatory-prognostic mechanism ensures the direction of planning of the behavioral transformation based on the evaluation of external conditions. Studying this issue and taking into account the specificity of the anticipatory-prognostic mechanism of socio-psychological adaptation will allow optimization of the prevention processes of disruptive behavior at all levels of social functioning..
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