Development of construction basics of pedagogical technology for social experience formation among preschoolers interacting with peers with disabilities

2021 ◽  
pp. 22-30
Author(s):  
Ilya A. Pakhomov ◽  
Lyudmila N. Makarova
Keyword(s):  
Experimental Work ◽  
Social Intelligence ◽  
Children With Disabilities ◽  
Social Representations ◽  
Social Experience ◽  
Educational Process ◽  
Disabled Children ◽  
Scientific Validity ◽  
Social Competencies

The development of the construction basics of pedagogical technology for social experience formation of preschoolers interacting with disabled children is relevant. We analyze the basic definitions of pedagogical technology and its main characteristics: scientific validity, procedurality, integrity, focus on solving pedagogical tasks, practical applicability, effectiveness, completeness. The difficulties of developing pedagogical technology for the formation of social experience, taking into account their interaction with children with disabilities, are revealed. The substantiated successive stages of the developed pedagogical technology are diagnostic ascertaining, analytical-designing, effective-regulatory, reflexive-controlling. The revealed specifics of each of the stages, manifested when working in the conditions of interaction of preschoolers with peers with disabilities should be considered when planning and implementing pedagogical procedures. We reveal difficulties of realization of the designated stages of pedagogical technology of social experience formation of preschoolers and offer variants of their constructive overcoming. Formation technologies for related constructions in the psyche of preschoolers interacting with peers with disabilities (social intelligence, social competencies, social representations, etc.) can also be developed based on the selected stages. The results obtained can also be useful in the framework of the organization of experimental work with children studying at other stages of the educational process, since they are largely devoted to the basic basics of building pedagogical technology, rather than specifically developing technologies for working with preschoolers.

scholarly journals Mental health of disabled children: a preventive aspect

2020 ◽  
Vol 18 (4) ◽  
pp. 72-84
Author(s):  
I. E. Kupriyanova ◽  
B. A. Dashieva ◽  
I. S. Karaush
Keyword(s):  
Quality Of Life ◽  
Mental Disorders ◽  
Low Income ◽  
Children With Disabilities ◽  
Educational Process ◽  
Anxiety And Depression ◽  
Suicidal Risk ◽  
Disabled Children ◽  
Quality Of Life Scale

The aim is to identify the priority directions for preventing mental disorders in disabled children following a comprehensive analysis of clinical, social, psychological, ethnic and cultural characteristics over 2009– 2017. Materials and methods. 2,204 people were included in the study: disabled children, students of remedial schools aged 7–18 years old (n = 834); parents of disabled children (n = 772); teachers working in various educational facilities (n = 217); respondents of the survey identifying people’s attitude towards children with disabilities (schoolchildren, students, adults, n = 381). Clinical, psychological and statistical methods were used in the study. To identify depression and anxiety in children, Children’s Depression Inventory (CDI), Childhood Myositis Assessment Scale (CMAS), PedsQL inventory, survey on coping strategies (E. Heim) and adapted questionnaires for suicidal risk and alexithymia were used. For adult participants, the Quality of Life Scale, Hamilton Anxiety Rating Scale, Hospital Anxiety and Depression Scale (HADS), and a questionnaire identifying the attitude towards children with disabilities were applied.Results. A high prevalence of mental disorders in children with disabilities (62.7–95.2%) was identified, and the levels of anxiety, suicidal risk, alexithymia were determined. Children’s families were characterized by impaired structure (50%), parenting styles resulting in pathologies (71.5%), low income level (60%), low qualifications of parents and unemployment (13%), alcohol abuse (17.6%), victimized attitudes and low satisfaction with the psychological criteria of quality of life, combined with low level of anxiety. For teachers, the levels of anxiety and depression and signs of burnout were revealed, and the features of their interaction with disabled children in the educational process were described. The attitude of different social groups to children with disabilities was studied. The methodological conditions for carrying out research and organizing medical and psychological care were formulated.Conclusion. Prevention of mental disorders in disabled children includes identification of early signs of anxiety, depression, suicidal risk and assessment of the quality of life and work. This is ensured by a reasonable choice of research methods, psychosocial rehabilitation with involvement of beloved people, and increase in the tolerance level towards children with disabilities in the society. 

scholarly journals Feeding difficulties in disabled children leads to malnutrition: experience in an Indian slum

2003 ◽  
Vol 90 (6) ◽  
pp. 1097-1106 ◽  
Author(s):  
Aisha K. Yousafzai ◽  
Suzanne Filteau ◽  
Sheila Wirz
Keyword(s):  
Nutritional Status ◽  
Children With Disabilities ◽  
Cross Sectional Study ◽  
Nutritional Deficiencies ◽  
Disabled Children ◽  
Cross Sectional ◽  
Feeding Difficulties ◽  
The Disabled ◽  
Feeding Difficulty ◽  
Weight For Age

The aim of the present study was to explore the nature, extent and probable causes of nutritional deficiencies among children with disabilities living in Dharavi, a slum in Mumbai, India. A cross-sectional study was conducted to investigate whether the nutritional status of children with disabilities, aged 2–6 years (n141), was worse than that of non-disabled sibling controls (n122) and neighbour controls (n162). Data on food patterns, anthropometry, micronutrient status and feeding difficulties reported by parents were collected. The mean weight for age of the children with disabilities (−2·44 (sd 1·39)Zscores;n120) was significantly lower (P<0·05) compared with the sibling (−1·70 (sd 1·20)Zscores;n109) and neighbour (−1·83 (sd 1·290)Zscores;n162) control groups. The children with disabilities had significantly lower (P<0·05) mean haemoglobin levels (92 (sd 23) g/l;n134) compared with siblings (102 (sd 18) g/l;n103) and neighbours (99 (sd 18) g/l;n153). Relative risk (RR) analysis indicated that the disabled children with feeding difficulties were significantly more likely (P<0·05) to be malnourished, by the indicator of weight for age (RR 1·1; 95 % CI 1·08, 1·20) compared with the disabled children without a feeding difficulty. They were also significantly more likely to be malnourished using the indicators of height for age (RR 1·3; 95 % CI 1·19, 1·43) and weight for height (RR 2·4; 95 % CI 1·78, 3·23) compared with the disabled children without a feeding difficulty. Feeding difficulties were identified as a risk factor for vulnerability to inadequate nutritional status among children with disabilities.

scholarly journals ВПЛИВ СОЦІАЛЬНИХ УЯВЛЕНЬ СТУДЕНТІВ НА СТВОРЕННЯ ОБРАЗУ МАЙБУТНЬОЇ ПРОФЕСІЇ ПСИХОЛОГА

World Science ◽  
2018 ◽  
Vol 3 (7(35)) ◽  
pp. 34-41
Author(s):  
Гаркавенко Н. В. ◽  
Доскач С. С.
Keyword(s):  
Social Intelligence ◽  
Social Representations ◽  
Individual Factors ◽  
Structural Components ◽  
Communicative Skills ◽  
Social Events ◽  
The Social ◽  
Professional Self ◽  
Points Of View ◽  
And Training

An analysis of social representations by scientists from different points of view is carried out. The views on the content and structural components of social representations and their influence on the views about the future profession from students-psychologists are highlighted. The influence of social representations on the peculiarities of the formation of their professional self-consciousness is analyzed. The functions of social representations that influence the image of the profession of a psychologist are revealed. The idea is based on the fact that external social (conditions of study, the direction of training of specialists) and internal (individual-characterological features of an individual) factors influence on social representations. The results of the surveyed by us students-psychologists were analyzed, which highlighted the opinion that the social representations are influenced by: the need for knowledge of social psychology, the development of personal individual qualities, general and social intelligence, the possession of communicative skills, the ability to navigate social events. The opinion that the corrective and training work on developing social representations of students will enable the flow of the specifics of images and create adequate ideas about the profession of a psychologist.

scholarly journals Modern Roles of the Teacher of a Higher Educational Institution

2021 ◽  
Vol 1 (1 (339)) ◽  
pp. 157-166
Author(s):  
Iryna Koteneva ◽  
◽  
Nadiia Karlova ◽  
Keyword(s):  
Higher Education ◽  
High School ◽  
Social Intelligence ◽  
Professional Competence ◽  
Educational Institution ◽  
Educational Process ◽  
Communicative Skills ◽  
Modern Development ◽  
New Concepts

Article is devoted to consideration of questions of transformation of a modern role of the teacher of high school which changes and supplements a substantial basis of its professional competence and demands reconsideration and acceptance of new concepts. The role and the functions of the teacher connected with problems of education of youth in educational space of high school that promotes formation of communicative skills and social intelligence of competitors of higher education which of objects of influence become its subjects is characterised. It is defined that consulting preceptorship of group carries out adviser – the key subject of the socially-humanitarian influence which functions essentially differ from functions of the curator in traditional understanding. Socially-humanitarian functions and roles of adviser of groups of competitors of higher education are presented, socially-humanitarian directions and forms of its work. Status definition in educational process of an institution of higher education of student's advisers is proved, the purpose of their activity, the primary goals and functions. The conclusion, concerning modern development of the Ukrainian higher school, its European orientation which demands from teachers of performance of a certain number of roles – not as instructors and a source of knowledge and as couch, facilitator, the tutor, the moderator, the mentor and adviser of an individual educational trajectory of competitors of higher education is drawn.

scholarly journals ANALYSIS OF TEACHERS’ PREPAREDNESS TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS

2021 ◽  
pp. 22-41
Author(s):  
Mariya Hlynska
Keyword(s):  
Inclusive Education ◽  
Professional Training ◽  
Children With Disabilities ◽  
Personal Characteristics ◽  
Modern Society ◽  
Educational Process ◽  
Special Educational Needs ◽  
National Education ◽  
Number Of Children ◽  
Readiness Level

Abstract. The article analyzes the teachers᾿ readiness to work in field of inclusive education. It is emphasized that in the context of educational reforms, the question of the feasibility of introducing inclusive education has become acute. This involves educating children with disabilities in comprehensive schools and kindergartens ‒ together with peers who are developing normally. According to the content of the modern national education model, it is assumed that the number of people with disabilities who get educational services in public institutions will increase. At the same time, in accordance with the national action strategy in the interests of children, it is planned to reduce the number of children with disabilities who remained outside the education system, for some objective reasons. Accordingly, it requires new demands on teachers, requires the expansion of their functional responsibilities, changes in professionally significant and personal characteristics. Modern society makes new demands on teachers ‒ the willingness and ability to teach all children without exceptions, regardless of their inclinations, abilities and disabilities. At the same time, the widespread use of a new category of children in kindergartens and secondary schools has led to changes in the teachers᾿ working conditions. The range of teachers᾿ pedagogical interests has significantly expanded. There is a social demand for updating the content of professional training, which includes issues of inclusive education. As a result of the conducted empirical research showed mostly the average, and also low readiness level for work in the inclusive education conditions. The respondents revealed interest in the education problems and raising children with disabilities together with their healthy peers, but just a small number of teachers are willing to work in these conditions. The reason is the lack of knowledges about the peculiarities of the children development, their special educational needs and the pace of progress in the educational process.

scholarly journals THE ROLE OF THE FAMILY FOR GAINING SOCIAL EXPERIENCE AND ACQUIRING BEHAVIORAL MODELS AT PRE-SCHOOL AGE

2018 ◽  
Vol 28 (3) ◽  
pp. 915-919
Author(s):  
Krasimira Stefanova Petrova
Keyword(s):  
Social Environment ◽  
Modern Society ◽  
Research Problem ◽  
Social Experience ◽  
Educational Process ◽  
School Age ◽  
The Social ◽  
The Family ◽  
The Impact

Pre-school age is an intensive period in the life of a person which offers great potential for development. The dimensions of the impact of the social environment (children, parents and other adults) on the child’s personality are multifaceted. This accounts for the emphasis on social norms, goals and ideals. Education is the one factor that can best provide the socialization of adolescents.The changes in modern society have led to redefining the parenting patterns for bringing up children. The role of the family as an environment for transferring social experience has never lost its significance. Children need continuous care in order to handle societal failures; they need support for mastering the culture of behavior, as well as timely and appropriate help for ensuring conflict-free communication and for enabling them to take responsibility for their own choices and actions.Psychological studies show that various factors influence both the upbringing of children as well as the parents’ attitudes towardsthem. The relevant factors include: the childhood experiences of the parents; the unrealized needs of the parents; interpersonal relations in the family that are characterized by emotional depth and style that are considered to have established "a standard".The parameters of the actuality of the research problem are based on the interrelationship of the social and educational aspects that are related to the position of the child and his personal assertion in society:- Atpre-schoolage, thechildgraduallyfitsintothesocialsystem, whichistheresult of learningexperiences, actionsandrelationships, awarenessandrediscovery of theselfandtheworld of otherpeople.- Thechildbecomesaware of thenorms of behaviorandthemeaning of actions–their ownandother people’s - andlearns to takeresponsibilityfortheiractions.- Oneyearbeforeschool starts, the childdevelopstheability to accepttheposition of othersand to takeintoaccounttheirownandothers’perspective.- For a successfulpersonalrealization, itisimportantforchildren to havetheskills to worktogetherandcommunicatein a group. Thisisthecompetencethatdirectstheirbehaviortowardsco-ordination, co-operationandsynergy.The abovementioned specific features of the child's personality are the result of the intentional educational interactions between the kindergarten and the family and are related to the acquisition of knowledge, rules and norms, and of value-oriented patterns that define behavior. The foundations for thisare laid during the pre-school age and are considered the most stable and lasting, often referred to as the "basic personality structure". Along with them, the "behavioral potential" of the child, which is demonstrated at different ages, is shaped and developedthrough upbringing. Consequently, behavior is seen as a specific manifestation of the personality associated with its selective attitude towards the influence of various factors in the social environment. The direction of the educational activitiesinspires the motivation for personal behavior aiming at growth and self-actualization. Hence, the presence of a certain skill level which imposes a new approach to learning - replacing the mechanical reproduction with the acquisition of competences for and attitudes towards interaction in a changing environment. What is appropriate for achieving these goals is the applicationof functional models for cooperation, individualization and differentiation of the educational process. These ensure that the child is provided with conditions for activity and for mastering basic, sustainable rules for conscious participation and development that are important for the success of each of his activities. This is a type of social education that is achieved through exploring the social fabric andacquiring the skills for learning, choosing and communicating.

scholarly journals SOCIAL INTELLIGENCE TRAINING FOR CUSTODIAL GRANDMOTHER-ADOLESCENT GRANDCHILDREN DYADS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S357-S357
Author(s):  
Britney A Webster ◽  
Greg Smith ◽  
Frank Infurna
Keyword(s):  
Social Intelligence ◽  
Cost Benefit Analysis ◽  
Cost Benefit ◽  
Well Being ◽  
Positive Outcomes ◽  
Negative Consequences ◽  
Benefit Analysis ◽  
Social Competencies ◽  
Mixed Methods Approach ◽  
Mental And Physical Health

Abstract Custodial grandmothers (CGMs) and adolescent custodial grandchildren (ACG) face risk of poorer social skills and competencies due to early life adversities which have downstream negative consequences for mental and physical health. We describe an RCT examining the efficacy of an online social intelligence intervention (SII) at improving the emotional, interpersonal, and physical well-being of CGM-ACG dyads through mutual enhancement of their social competencies. Our SII is particularly valuable for these dyads because it enhances their social competencies and relationships, thereby leading to positive outcomes. Additionally, adolescence is a critical period for developing social competencies, largely through interactions with female caregivers. Our longitudinal mixed-methods approach addresses four aims: (1) Investigating if SII improves social competencies and overall well-being through both actor and partner effects; (2) Exploring moderators of SII efficacy; (3) Studying qualitatively how dyads view SII as changing their lives; and (4) Conducting a SII cost-benefit analysis. [Funded by R01AG054571]

Who Wants George? Recruiting Alternative Families for Children with Disabilities

1998 ◽  
Vol 22 (1) ◽  
pp. 40-45
Author(s):  
Hedi Argent
Keyword(s):  
Children With Disabilities ◽  
Disabled Children ◽  
Individual Child ◽  
Alternative Families ◽  
The Right ◽  
Impaired Children

What are the best ways of finding families for disabled children? Who chooses to have them and why? Hedi Argent identifies some of the needs of disabled children who require permanent care and explores the type of qualities to look for, and those to avoid, in the search for prospective carers. Taking the case of George, among others, she emphasises the importance of devising recruitment publicity that is specially tailored to fit the situation of each individual child. Given the right approach, she argues, carers can be found for even the most severely impaired children. This article is based on the book, Taking Extra Care — Respite, shared and permanent care for children with disabilities (BAAF, 1997), by Hedi Argent and Ailie Kerrane.

Social experience of personality: an interdisciplinary categorical analysis

2019 ◽  
pp. 70-84
Author(s):  
Ilya Pakhomov
Keyword(s):  
Central Place ◽  
Social Experience ◽  
Educational Process ◽  
Point Of View ◽  
Categorical Analysis ◽  
Joint Activities ◽  
Scientific Disciplines ◽  
The Social ◽  
Level Of Knowledge ◽  
Unique Specificity

We present a detailed analysis of the “social experience” concept from the point of view of philosophy, sociology, psychology and pedagogy. When considering social experience as an in-tegral concept, we carry out a separate analytical interpretation of the “experience” and “socialization” categories in the context of various scientific disciplines. The analysis of the designated concepts from the point of view of philosophy contains a historical digression that reveals the position of the phenomena studied in different philosophical schools. Sociology is considered as a source of the concept of “socialization” in its contemporary meaning. Psychology is considered as a discipline in which the study of human experience and interaction with it occupies a central place. Socialization is considered in the context of pedagogy as a science with its own unique specificity focusing on work with the educational process and its subjects: we analyze the basic pedagogical concepts of understanding socialization as a process of mastering social experience, and variative interpretations of this concept in scientific and pedagogical sources are considered. As a result of the analysis, we conclude that social experience should be understood as the experience of human participation in joint activities, which determines the level of knowledge and skills, as well as understanding of life in general. We also reveal the position of this phenomenon in a contemporary pedagogy.

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