Inclusive preschool education ensures the full development of pre-schoolers with disabilities and promotes their social adaptation. The use of visual material is one of the effective means of stimulating cognitive activity in the process of preschool inclusion. The success of its perception and assimilation depends on the level of non-verbal intelligence. Aim: The research aims to analyze the manifestations of non-verbal intelligence in healthy senior pre-schoolers and children with disabilities. Methods: The research involved theoretical methods of systematization and generalization of academic information, as well as empirical methods of psychological diagnostics. Statistical indicators were determined through descriptive statistics and a one-factor analysis of variance. Results: The study's results showed a high level of nonverbal intelligence and creative abilities in healthy senior pre-schoolers and pre-schoolers with disabilities. The analysis didn’t reveal any statistically significant differences (р≥0.05) between the indicators of non-verbal intelligence of the studied healthy senior pre-schoolers and pre-schoolers with disabilities. Conclusions: children with disabilities have medium-high indicators of the development of non-verbal intelligence and creative abilities, which do not statistically differ from the indicators of their healthy peers. Prospects: The obtained results can contribute to developing adaptation schemes for children with disabilities in the context of inclusive education. The obtained data provide the background for expanding the teaching materials for developing non-verbal intelligence in inclusive groups.
The article emphasizes that the formation of social perception is an important task of special education since it is in the preschool period that the foundations of social competence are laid -an important component of life competences as an integral characteristic of the psyche and personality. It has been substantiated that the dispositional component of social perception is decisive because internal (figurative) and external (motor) acts of social and perceptual activity are carried out on the basis of an attitude, are derived from it and mediated by it. The article also summarizes the results of the study of the dispositional component of social perception, reveals the specifics of the interaction of a child with infantile cerebral palsy with other family members. In the research, the authors used theoretical and empirical methods, as well as methods of mathematical statistics. The results of the study indicate, in general, a low level of formation of the dispositional component of social perception in children with cerebral palsy. The obtained data allow to conclude that for preschoolers with cerebral palsy, the family is the reference group that significantly influences the formation of attitudes and types of attitudes towards other people.
The purpose of the academic paper was to identify the features of partnership pedagogy on a practical level in inclusive education in the EU countries. A qualitative methodology was used in the research based on content analysis and the meta-analysis of publications for 2015-2020 on the issues of partnership pedagogy based on interprofessional interaction of different professionals, parents and children. The results have revealed that partnership in inclusive education is a style of interaction characterized by voluntary participation. In the process of interaction, interested parties transform beliefs, values and form knowledge about the most effective inclusion strategies. Understanding the peculiarities of the psychophysical development of a child with special needs provides effective inclusion. The child’s adaptation depends on the level of adult’s understanding of the child’s educational needs, considering his opinion in decision-making in problematic learning situations. The child’s role as a full-fledged partner in inclusion determines the level of adaptation in the educational environment.
Природа вербальной агрессии у детей дошкольного возрастаCharakter agresji werbalnej u dzieci w wieku przedszkolnym Резюме: В статье анализируется природа вербальной агрессии у детей дошкольного возраста, выявлены причины и механизмы ее основных проявлений. Установлено, что дети могут легко перейти от агрессии вербальной к физической агрессии. Было обнаружено, что у большинства детей чаще всего наблюдается прямая и косвенная вербальная агрессия, которая может выступать в качестве механизма самозащиты и как проявление страха или тревоги в тех случаях, когда ребенок видит реальную или мнимую опасность. Будучи агрессивным, ребенок пытается защитить себя.Ключевые слова: вербальная агрессия; дети дошкольного возраста ВВЕДЕНИЕ В дошкольном возрасте интенсивно развивается личность ребенка во всех ее проявлениях: мотивация поведения и деятельности, эмоционально-волевая сфера, социальные установки и стойкие черты характера. Формируется и самооценка ребенка, уровень его притязаний, в том числе и социальных.
У статті розглядаються психологічні аспекти розвитку особистості з позицій екзистенціального підходу.
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