A study of the Effect of Sensory Processing on Sleep Disturbance for Life care of Preschool Children with Developmental Disabilities

2019 ◽  
Vol 13 (3) ◽  
pp. 203-211
Author(s):  
Hee-Young Kim
Keyword(s):  
Preschool Children ◽  
Developmental Disabilities ◽  
Sleep Disturbance ◽  
Sensory Processing ◽  
Life Care ◽  
Children With Developmental Disabilities

Preschool education

2022 ◽  
Author(s):  
Sergeevna Irina
Keyword(s):  
Quality Control ◽  
Preschool Children ◽  
Developmental Disabilities ◽  
Child Development ◽  
Preschool Education ◽  
History Of ◽  
Basic Concepts ◽  
Specialty Program ◽  
Children With Developmental Disabilities

The purpose of the textbook is to form a circle of basic concepts included in the topic of preschool education, to give an overview of the existing features of working with preschool children for future employees of this field of education. The history of the development of preschool pedagogy abroad and in our country is described in detail, the calendar of child development is given, the issues of the specifics of working with children with developmental disabilities are considered, recommendations are given on the organization of various activities within the framework of the work, and attention is paid to the issues of quality control of preschool education. It is addressed to students studying under the specialty program 44.02.01 "Preschool education".

scholarly journals Model of safe social behavior of preschool children in an inclusive educational environment

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
O. A. Silaeva
Keyword(s):  
Preschool Children ◽  
Social Behavior ◽  
Developmental Disabilities ◽  
Social Norms ◽  
Psychological Safety ◽  
Well Being ◽  
Educational Environment ◽  
Theoretical Research ◽  
Moral Norms ◽  
Children With Developmental Disabilities

Introduction. The article is devoted to the analysis of the problem of psychological and social safety of children attending inclusive groups of preschool educational organizations. The risks of inclusive education are associated with the threat of various forms of mental violence from peers. A preschool educational organization is faced with the task of ensuring the psychological safety of educational subjects, including the formation of skills for safe social behavior and interaction in an inclusive environment.Materials and Methods. The following methods were used for the preparation of this article; theoretical analysis of Russian and international literature, study of scientific articles and publications on the topic, overview of results from Russian and international studies, content analysis.Results. Approaches to determining the content of the category of safe social behavior and its various aspects are considered: social norms, psychological stability, communication and communication, spiritual and moral qualities and moral norms, prosocial behavior, interpersonal relationships and interaction. The personal constructs of safe social behavior of preschool children in an inclusive educational environment are identified: need-motivational (setting social norms, trust in the world, social tolerance); emotional-volitional (ability to empathy, low anxiety, coping behavior); cognitive-cognitive (knowledge of the behavior of children with developmental disabilities; ability to choose constructive ways to solve problem situations); interpersonal-social (communication skills, desire for cooperation, kindness, help).Discussion and Conclusions. The conducted theoretical research allowed us to build a model that includes both the structure of safe social behavior of preschool children in an inclusive educational environment, and risk factors for socially dangerous behavior of preschoolers. It is concluded that it is necessary to implement psychological and pedagogical support for inclusive preschool education, which ensures the psychological safety of children with developmental disabilities by developing the skills of safe social interaction among peers with normative development, meeting their needs for personal and trusting communication, as well as gaining a sense of psychosocial well-being and reference significance.

scholarly journals Rola rówieśniczego tutoringu w rozwijaniu umiejętności komunikacyjnych dzieci przedszkolnych z niepełnosprawnościami

2018 ◽  
pp. 43-64
Author(s):  
Andrzej Twardowski
Keyword(s):  
Preschool Children ◽  
Developmental Disabilities ◽  
Disabled Children ◽  
Team Games ◽  
Communicative Interactions ◽  
The Social ◽  
Children With Developmental Disabilities ◽  
Peer Mediated Intervention

This article provides an overview of two approaches to peer-mediated intervention that have been effective in improving the social and communicative interactions among preschool children with developmental disabilities and their classmates without disabilities. These peer-mediated interventions involve teaching facilitative initiation and responsive interaction strategies to peers and teaching sociodramatic scripts. The studies presented in this paper prove that thanks to relationships with properly trained peers disabled children more often get involved in team games, more often establish interactions with their peers, are more eager to talk to them and less often exhibit socially unacceptable behaviors.

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