scholarly journals Experimental Research into Conscious Self-Regulation in First-Graders with Developmental Delay

2019 ◽  
Vol 9 (12) ◽  
pp. 158
Author(s):  
Nataliya V. Babkina
Keyword(s):  
Developmental Delay ◽  
Experimental Research ◽  
First Graders ◽  
Self Regulation ◽  
Cognitive Activity ◽  
Primary Role ◽  
Typical Development ◽  
Mathematical Methods ◽  
Four Levels ◽  
And Behavior

The underdeveloped conscious self-regulation of actions plays a primary role in the disorder-related character of children with developmental delay (DD). This study aimed to analyze and systematize specific occurrences of conscious self-regulation in children’s DD-affected cognitive activity. Children aged 7–8 years were involved in the study (n = 60), including children with DD (n = 40) and school children displaying typical development (n = 20). The dotting test, visual pattern test, and Toulouse–Pieron attention test are the practical methods used in the study. Mathematical methods of statistics were applied to analyze the study outcome. The experimental research identified and described four levels of conscious self-regulation development in the cognitive activity of children with different learning capacities. The findings proved that children of 7–8 years with DD have an underdeveloped level of conscious self-regulation of actions in terms of their cognitive activity, and that they differ from their peers regarding typical development in terms of their conscious self-regulation level and skills. Special intervention programs that develop conscious self-regulation in the performance and behavior of children with DD are required to realize their cognitive and personal capacities and provide them with high-quality education.

scholarly journals The Role of Conscious Self-Regulation in Realization of Cognitive and Personal Resources in a Child with Developmental Delay

2016 ◽  
Vol 5 (3) ◽  
pp. 40-55
Author(s):  
N.V. Babkina
Keyword(s):  
Developmental Delay ◽  
Personal Development ◽  
Self Regulation ◽  
Cognitive Activity ◽  
First Grade ◽  
Federal State ◽  
Educational Standard ◽  
Regulation Of Activity ◽  
State Educational ◽  
And Behavior

The article is devoted to a problem of cognitive and personal development of children with developmental delay. Investigation aimed on exploration of self-regulation in first-grade children with developmental delay in comparison with normally developing peers is presented. Disorders in conscious regulation of cognitive activity, which hamper their assimilation of learning materials and adaptation to school, where identified. A complex curriculum on forming regulatory sphere, which includes psychological support and special organization of the educational environment, has been developed and tested. Efficiency of the described curriculum is confirmed by fixed improvements of data on randomness in children of experimental group and their forthcoming towards normally developing peers. The results of the experimental data found their reflection in Federal state educational standard for children with disabilities where work on developing random regulation of activity and behavior has been included into contents of teaching for the first time as obligatory approach.

Children with developmental delay: self-regulation development through education

2020 ◽  
Author(s):  
N. V. Babkina ◽  
Keyword(s):  
Developmental Delay ◽  
Self Regulation ◽  
Cognitive Activity ◽  
First Grade ◽  
Specific Work ◽  
Primary Role ◽  
Intervention Programme ◽  
Suggested Approach ◽  
Study Results ◽  
Regulation Development

This article focuses on the current issue of psychological and educational support of children with developmental delay (DD) in today’s educational environment. Approach to diagnosing and intervention in case of this type of mental dysontogenesis was analysed. The study shows that the disorder-related character typical for children with DD plays a primary role in the underdevelopment of conscious self-regulation. The study validated the differentiated approach to revealing specific educational needs of children with DD in compliance with their type of mental development and their level of self-regulatory development by first grade. The design of longitudinal study on conscious self-regulation development in cognitive activity in children with DD through education is described here. Children aged 7–8 years were involved in the study (n = 87), including children with DD (n = 57) and children with typical development (n = 30). At ascertain and control phase of the study, an analysis of medical and pedagogical record, psychologicial observation of children during the experimental research and in classes. parent and teacher questionnaire was conducted. The dotting test, visual pattern test, and Toulouse-Pieron attention test are the practical methods used in the study. The article describes the area of specific work and intervention aimed at selfregulatory development in school children with DD and aimed at special educational conditions that facilitate capacities of children in terms of conscious self-regulation. The study provides the experiment results of self-regulation development in primary school pupils with DD that estimate the efficiency of the suggested approach. Resuming the study results, this type of intervention should be included in psychological and educational intervention programme for children with DD.

Game as a means of shaping childrens readiness for school

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 49-55
Author(s):  
Volodymyr Antoniuk ◽  
◽  
Nadiia Alendar ◽  
Keyword(s):  
Theoretical Analysis ◽  
Research Methods ◽  
First Graders ◽  
School Achievement ◽  
Self Regulation ◽  
Cognitive Activity ◽  
Educational Activity ◽  
Stage Of Development ◽  
School Research ◽  
Basic Life Skills

The purpose of the study. UNESCO, in its four-dimensional model of education, proposed a framework for determining the basic life skills of a modern student. That is, in modern psychological and pedagogical science, when preparing future first-graders for training at NUSH, there was a shift in emphasis on teaching senior preschoolers certain knowledge, skills and skills to form their life competencies. Such changes have become possible with the reforms taking place in the education system. The main means for the formation of key competencies in future first-graders in preschool childhood can be only the game - the leading activity of preschoolers at this stage of development. The game contributes to the formation of the child's personality, the development of his cognitive activity, independence and self-regulation. The purpose of the article is a theoretical analysis of the use of the possibilities of games to form the readiness of a senior preschool to study in a new Ukrainian school. Research methods. In the process of work we used the following research methods: theoretical: analysis and synthesis, induction and deduction, modeling; empirical: observations, comparisons. Result. The main indicator of readiness for schooling is the desire and ability of the child to study, to own components of educational activities. All this ensures school achievement. The game provides children with the development of those qualities that allow them to make changes to game plans at will, independently enter into interaction with peers, realize their strengths and opportunities, showing independence, activity and self-regulation. These characteristics play not only an invaluable role in shaping the personality of the future student, but also contribute to the formation of elements of educational activity.

Formative assessment as one of the ways to support the child in the learning process

2021 ◽  
Vol 604 (9) ◽  
pp. 15-26
Author(s):  
Edyta Ćwikła
Keyword(s):  
Formative Assessment ◽  
Learning Strategies ◽  
Learning Process ◽  
First Graders ◽  
Self Regulation ◽  
School Class ◽  
Self Regulated Learning ◽  
The Core ◽  
Assessment Feedback ◽  
Four Levels

The aim of this article is to show formative assessment as one of the ways to support first graders in guiding their learning process, an important element of which is self-regulation. It is the core around which the skills of first graders are built up. It becomes possible by directing their actions in speech and practice. Particular attention was paid to one of the elements of the formative assessment: feedback, appearing during the dialogue between the teacher and the student. I refer to John Hattie’s model (2015), describing four levels of feedback: task, process, self-regulation and “me”, and the main questions functioning at each of these levels. Levels and questions allow us to notice that feedback is not related to grading, but is information current in action, helping students to make progress on the basis of data reducing the gap between where they are and where they should be. It is important because if the student receives it on an ongoing basis, then he/she is best able to perform his/her tasks and activities. Self-regulation is the basis of education in the school class, which should be a space for its shaping. This approach of self-regulation allows us to see the first grader as an active, innovative and curious person. This requires a shift from summative grading to equipping students with a variety of self-regulated learning strategies.

Review of Self-regulation of the Brain and Behavior.

1985 ◽  
Vol 30 (12) ◽  
pp. 999-999
Author(s):  
Gerald S. Wasserman
Keyword(s):  
Self Regulation ◽  
Brain And Behavior ◽  
And Behavior ◽  
The Brain

Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders

2021 ◽  
pp. 107429562110206
Author(s):  
Michele L. Moohr ◽  
Kinga Balint-Langel ◽  
Jonté C. Taylor ◽  
Karen L. Rizzo
Keyword(s):  
Behavioral Disorders ◽  
Cognitive Skills ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Strategy Development ◽  
Academic Learning ◽  
Self Monitoring ◽  
Regulation Strategies ◽  
And Behavior

The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.

COMMUNICATIVE COMPETENCE IS IN SYSTEM OF PROFESSIONAL PREPARATION OF TEACHER OF INITIAL SCHOOL

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Iryna Cherezova ◽  
◽  
Viktor Chumak ◽  
Keyword(s):  
Communicative Competence ◽  
Cognitive Activity ◽  
Professional Preparation ◽  
Pedagogical Knowledge ◽  
Professional Communication ◽  
Teachers And Students ◽  
Elementary Classes ◽  
Personal Qualities ◽  
Pedagogical Knowledge And Skills ◽  
And Behavior

On the basis of theoretical analysis, the content and structure of the concept of «communicative competence», communicative qualities of the teacher, styles of teachers and students, criteria for the formation of communicative competence of the teacher of elementary classes are clarified. The influence of the style of communication of the teacher to the level of its communicative competence is shown. It has been found that communicative competence is an integrated characteristic of the level of professional preparedness of a teacher based on fundamental psychological and pedagogical knowledge and skills that manifest themselves in unity with personal qualities. It involves the ability of the teacher to perceive and adequately explain the behavior of the disciple; notice changes in its emotional sphere and behavior, analyze and adequately interpret them; Use such mechanisms of interpersonal knowledge as empathy, identification, decentralization. The paper noted that the democratic style of communication contributes to the development of activity and creativity of students, the orientation for independent problem solving is carried out, confidence, independence, sense of emotional proximity is formed, the self-affirmation process takes place, a sense of pleasure and confidence in their power appears. This style carries a call for cooperation and cognitive activity. It was found that the formation of communicative competence is expedient to exercise in two ways: 1) the weapons of future teachers with knowledge of psychology of professional communication and their own peculiarities of communication; 2) Formation and correction of skills and skills of professional communication.

scholarly journals Current issues and new directions inPsychology and Health: The costs and benefits of self-regulation – a call for experimental research

2009 ◽  
Vol 24 (4) ◽  
pp. 367-371 ◽  
Author(s):  
Stefaan Van Damme ◽  
Geert Crombez ◽  
Liesbet Goubert ◽  
Christopher Eccleston
Keyword(s):  
Experimental Research ◽  
Self Regulation ◽  
Costs And Benefits ◽  
New Directions

Professional Regulation and Accountability in Forestry

1990 ◽  
Vol 66 (4) ◽  
pp. 328-335
Author(s):  
David S. Curtis
Keyword(s):  
Professional Ethics ◽  
Self Regulation ◽  
Primary Role ◽  
Public Concern ◽  
Professional Groups ◽  
Forestry Practices ◽  
Standards Of Conduct ◽  
Certification Type ◽  
High Standards

Professional forestry organizations have a unique mandate to monitor and regulate the quality of forestry being practised in Canada. However, an inability or a reluctance by these organizations to fulfill this mandate coupled with increasing public concern over poor forestry practices could lead to other forms of regulation. This, in turn, could result in a decrease in the influence of foresters as a profession over the regulation of forestry practices.Professional self-regulation is one method of regulating a profession. Licencing schemes, which require a person to be registered before being able to practise, are generally more effective than certification schemes, which merely identify that members have met certain standards of training.Of the five professional forestry organizations in Canada, two are licensing-type organizations, while three are certification-type organizations.The roles of self-governing professional groups can include establishing and enforcing standards of conduct and practice, and discipline of members who fail to meet the prescribed standards. Where employer instructions conflict with professional ethics or standards, foresters should advise that they are unable to carry out the instructions. In this way, foresters, not employers, should hold the primary role in determining the quality of forestry practised in Canada.It is recommended that professional forestry organizations be licensing-type organizations, and develop and actively enforce high standards of conduct. Support must be provided for members who endeavour to live up to those standards.

scholarly journals Metacognition: A new cognitive paradigm

Psihologija ◽  
2004 ◽  
Vol 37 (2) ◽  
pp. 149-161 ◽  
Author(s):  
Milos Kankaras
Keyword(s):  
Cognitive Functioning ◽  
Cognitive Processes ◽  
Cognitive Activity ◽  
Human Mind ◽  
Short Period ◽  
Wide Range ◽  
Thinking Processes ◽  
And Behavior ◽  
And Control ◽  
Metacognitive Experiences

This article reviews concept of metacognition, defined as: (a) knowledge about ones own cognitive activity, (b) strategies to monitor and regulate cognitive activity and behavior, and (c) subjective or metacognitive experiences which comes from some changes or temporary difficulties in cognitive functioning. While describing different conceptualizations of metacognition, its development, fields of application, relation with intelligence, and its constrictions and ambiguity, we attempt to present new and emerging metacognitive paradigm, which is, for a relatively short period, succeeded to improve, expand, and redefine wide range of theoretical and practical fields in psychology, on new and original way. How do we become conscious of our own cognitive processes? What role and significance that consciousness has, what is the functional level above thinking processes and how that level, which monitor and control cognitive activity, works. Metacognition is concept that presents, as so far, the most important insight in those human mind areas, which, although very important, remained on the margin of psychological investigations until now.

Sign in / Sign up

Export Citation Format

Share Document