В статье подчеркивается необходимость дифференцированного культурно-исторического анализа развития ребенка в условиях социальной и культурной стратификации современного российского общества. Это требует рассмотрения культурно-исторических сред существования различных социальных слоев, страт, субкультурных образований, внутри которых происходит развитие ребенка, и которые обуславливают специфику конкретной семьи. Материалы статьи дают объективное представление о современной культурно-исторической социальной ситуации развития детей-дошкольников (5,5-7 лет) из высокоресурсных семей средне-высшей социальной страты мегаполиса. На основе эмпирических данных с учетом определенной структуры семьи обсуждается образ ребенка, выделяются его наиболее желательные для родителей и подчеркиваемые ими качества, связанные с ценностными приоритетами данной группы. Показано, что в соответствии с ними родители осуществляют выбор организации развития своего ребенка. В фокусе обсуждения авторов находятся стратегии организации развития детей одного из престижных дошкольных образовательных учреждений: анализируются кредо центра, основная педагогическая стратегия с использованием «волшебных сказок», характер типичных взаимоотношений педагогов центра с ребенком. Обращение к нарративной продукции детей дает возможность выделить особенности восприятия детьми данной педагогической технологии. Результаты проведенного исследования позволяют обозначить серьезные области риска в эмоционально-личностном развитии детей данной группы, а также предоставляют возможность осмысления полученных результатов в более широкой культурно-исторической перспективе. Ключевые слова: психологическое здоровье ребенка, культурно-исторический анализ, дошкольное образование, социальная ситуация развития, дети старшего дошкольного возраста. T he paper emphasizes the need in differentiated cultural historical analysis of children's development in the contemporary social and cultural stratification of the Russian society. The latter requires an analysis of different cultural and historical environments that are specific for different social strata, subcultural formations which are specified step by step in a particular family where the child is reared. The paper focuses on analyzing cultural historical and social situations with the development of contemporary children (5.5 to 7 years old) in high-resource families of midupper social stratum living in the metropolis areas. On the basis of the empirical data receives within a particular family structure the child's character is discussed on a par with his qualities which are most desirable, emphasized by parents and associated with the priorities of the group, according to which parents chose the way of developing their child. The discussion focuses on the strategies of child development in one of the most prestigious preschool educational institutions: the credo of the institution is analyzed, the main teaching strategies using the «fairy tales» are highlighted, the nature of the typical relationship between teachers and ...
IntroductionOpsoclonus myoclonus syndrome (OMS) in childhood still remains unexplored from the perspective of clinical psychology.Objectives and aimsThe research was aimed at defining types of psychological development in the group of children with OMS. The study included 18 children between ages 2 years 4 months and 9 years with OMS (8 boys, 10 girls).MethodsThe following methods were used: analysis of patient's development and medical record, psychological interview with parents, neurological state assessment and pathopsychological assessment.ResultsPatients were divided into three groups according to cognitive development level:– group with normal intelligence level (n = 4);– group with developmental delay (n = 11);– group with intellectual disability in different forms (n = 3).Several children in group 1 (n = 3) and in group 2 (n = 4) expressed neurotic behavior with increased levels of anxiety and fear of trying unusual actions during psychological assessment. Children with delay in psychoverbal development (n = 7) and with developmental delay (n = 1) expressed psychopathy-like states with verbal aggression and had difficulties controlling their emotions. In some cases (n = 2), the psychological state of the patient was defined as borderline state with emotional instability, especially in mother–child interaction.ConclusionPsychological features of children with OMS indicate heterogeneity of their development types that implies different prognosis and developmental dynamics for each type. The results point out the necessity of detailed psychological examination aimed at correlation of psychological help to children with OMS and their families with their psychological state.Disclosure of interestThe authors have not supplied their declaration of competing interest.
The article presents an example of practice-oriented research based on case analysis and case formulation method. The authors introduce their experience of using this method in the psychological work with child suffering from general speech disorder. Symptoms of ill-being were examined in combination with the biographical facts about the child, data obtained by observation and understanding of the peculiarities of the child’s inner world. The authors emphasize the necessity not only of studying the objective external circumstances of the situation of development, but also of working out the procedures of analysis of child’s personal experience, self-awareness and identifications which can manifest in the child’s behavior. The method appears to be perspective and to contribute to understanding of the origins of psychological difficulties and emotional and behavioral problems. This information could be valuable and even vital for formulating aims and developing the treatment strategy.
Opsoclonus-myoclonus syndrome (OMS) is a rare and often relapsing neurologic illness with onset in early childhood. Patients with OMS have longitudinal mental development disturbances and features of emotional and behavioral state. Interruption of the normative mental development is determined by movement disorders (primary defect), which establish new conditions for child's life for a long time. Case study of the child with OMS and the discussion of movement disorders in the structure of the different mental processes types in this disease are presented. Movement disorders (primary defect) and their effects (secondary and other defects) affecting mental development are discussed (based on the levels of movements coordination concept by N.A. Bernstein). The research detects mistmatch between levels of movements coordination (intactness of higher levels and disturbance of lower levels), which important for prospective analysis of the mental disorders mechanisms in children with OMS.
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