scholarly journals Comparative Analysis of the Characteristics of the Social Situation of Development Primary School Children Studying in Inclusive Classes

2020 ◽  
Vol 12 (3) ◽  
pp. 31-44
Author(s):  
T.A. Judina
Keyword(s):  
Comparative Analysis ◽  
Primary School ◽  
Social Status ◽  
Inclusive Education ◽  
School Children ◽  
Children With Disabilities ◽  
Social Situation ◽  
Primary School Children ◽  
Color Test ◽  
The Social

The article discusses the results of an empirical study focused on the comparative analysis of the characteristics of the social situation of development in normatively developing primary school children and children with disabilities studying in inclusive education. The study sample consisted of 14 primary school teachers and 328 students from two educational complexes in Moscow at the age from 7 to 11 years, including 18 children with a disability status , confirmed by the PMPK. The following methods were used: sociometry, the “Color Test of Relationship”, criterion-oriented observation in the classroom, interviews with teachers, analysis of individual cases. Research data indicates that the social status of children with disabilities is on average lower than the social status of their normatively developing classmates. In addition, children with disabilities have a low level of self-esteem more often than their peers without disabilities. It was shown that primary school children more often demonstrate positive emotional attitude than positive social attitude, i.e. choosing as partners for joint activities, towards their classmates with disabilities.

scholarly journals Age Dynamics of Social Situation of Development in Elementary School Students in Inclusive Education

2021 ◽  
Vol 17 (3) ◽  
pp. 135-142
Author(s):  
T.A. Yudina ◽  
S.V. Alekhina
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Elementary School Students ◽  
Inclusive Education ◽  
Social Situation ◽  
Sentence Completion ◽  
Primary School Students ◽  
School Students ◽  
Age Dynamics ◽  
The Social

The article presents results of an empirical study of the age dynamics of the social situation of develop¬ment in primary school students in inclusive education. The study sample consisted of 328 children aged from 7 to 11, including 18 children with SEN, studying in two inclusive schools in Moscow. The hypothesis of the study was that the characteristics of the objective and subjective aspects of the social situation of chil¬dren’s development change in accordance with the two phases of primary school age. The characteristics of the social situation of the development of children were measured using the “Sociometry” method and two projective methods: “Color Test of Relationship” and “Sentence Completion Test”. The age dynamics is ob¬served in changes in the social position and the system of orienting images of primary school students. The significant differences between the distribution of sociometric statuses of students in inclusive classes and the age standard obtained in the conditions of traditional education were found. The results of the study reveal the specificity of elementary school students’ development in conditions of inclusive education.

scholarly journals Cuisine, Health and Table Manners: Food Boundaries and Forms of Distinction among Primary School Children

Sociology ◽  
2019 ◽  
Vol 54 (3) ◽  
pp. 626-642 ◽  
Author(s):  
Filippo Oncini
Keyword(s):  
Social Class ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Ethnographic Fieldwork ◽  
Social Divisions ◽  
Food Knowledge ◽  
The Social ◽  
Material Environment ◽  
Using Data

Using data gathered during ethnographic fieldwork in two primary school canteens, this article investigates how pupils from different social origins perform and embody social class through food knowledge and demeanour. I employ Bourdieu’s concept of habitus to highlight three main oppositions concerning children’s relationship with food, which are rooted in the social and material environment of their families. Their gastronomic horizons (wide versus narrow), their awareness of the links between nutrients and health (specific versus general) and their embodiment of table manners (etiquette versus ludic) unveil how children’s dispositions are simultaneously structured by familial endowments and actively at work in the construction of social divisions.

DEVELOPMENT OF NON-VERBAL MEANS OF COMMUNICATION IN PRIMARY SCHOOL CHILDREN WITH STUTTERING IN THE PROCESS OF COMPLEX CORRECTION

2021 ◽  
pp. 249-252
Author(s):  
Yu. A. Kalyaeva ◽  
Keyword(s):  
Primary School ◽  
Social Relationships ◽  
School Children ◽  
Primary School Children ◽  
Social Activities ◽  
Primary School Students ◽  
School Students ◽  
Social Rehabilitation ◽  
The Social

The article reveals the need for the development of non-verbal means of communication in primary school students with stuttering, the ultimate goal of which is the social rehabilitation of a stuttering child, which includes not only the re-education of his personality and speech, but also the development of social relationships in order to integrate the acquired knowledge into educational and social activities.

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