scholarly journals Providing Psychological and Pedagogical Support to Senior Preschool Children with Mental Retardation during a Developmental Crisis

2020 ◽  
pp. 156-163
Author(s):  
В.В. Кисова ◽  
О.А. Юдин
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
School Children ◽  
Self Esteem ◽  
Learning Motivation ◽  
Self Control ◽  
Primary School Children ◽  
Behavioral Characteristics ◽  
Key Skills ◽  
Health Impairments

В статье обозначена актуальность исследования возрастных кризисов развития у детей с ограниченными возможностями здоровья, в том числе психолого-педагогической поддержки детей с задержкой психического развития в период перехода от дошкольного к младшему школьному возрасту. Приведены результаты диагностики дескрипторов нормативного кризиса у старших дошкольников с задержкой психического развития (внутренняя позиция школьника, произвольность поведения и деятельности, самооценка, мотивация учения). Изложены задачи, принципы программы психолого-педагогической поддержки в период возрастного кризиса старших дошкольников с задержкой психического развития, а также основные этапы и содержание коррекционно-развивающей работы с дошкольниками: формирование внутренней позиции школьника, развитие позиционных и социальных мотивов учения, коррекция произвольности деятельности и поведения, развитие реалистичной самооценки. Описаны результаты реализации программы коррекционной работы с экспериментальной группой дошкольников с задержкой психического развития, направленной на становление у них позитивного отношения к школе с осознанной ориентацией на формальные стороны школьной жизни, развитие начальных навыков самоконтроля на основных этапах деятельности, формирование более дифференцированной, устойчивой и реалистичной самооценки, менее зависимой от мнения референтной группы, уменьшение количества детей, демонстрирующих исключительно игровые мотивы поведения и деятельности. The article discusses the relevance of investigating developmental crises in children with health impairments and the provision of psychological and pedagogical support to preschool children and primary school children with mental retardation. The article provides the results of developmental crises assessment in senior preschool children with mental retardation (children’s inner characteristics, their behavioral characteristics, their self-esteem, their learning motivation). The article focuses on the tasks, principles and strategies of psychological and pedagogical support provided to senior preschool children with mental retardation during developmental crises. It also describes the major stages and content of work with preschool children the development of children’s inner stance, their social and learning motivation, the correction of their behavior, the development of healthy self-esteem. The article describes the results of the experimental correction of development of preschool children with mental retardation aimed at the formation of a positive image of school and studying, the development of key skills of self-control, the formation of a differentiated, stable, healthy and realistic self-esteem, fostering independence of other people’s opinions, improving children’s ability to learn.

Excess body weight and abdominal obesity in relation to selected psychosocial characteristics in primary school children

2019 ◽  
Vol 50 (4) ◽  
pp. 739-750
Author(s):  
Ioannis Vassiloudis ◽  
Vassiliki Costarelli
Keyword(s):  
Body Weight ◽  
Abdominal Obesity ◽  
School Children ◽  
Self Esteem ◽  
Primary School Children ◽  
Excess Body Weight ◽  
Self Perception ◽  
Psychosocial Characteristics ◽  
Content Type ◽  
Anxiety Levels

Purpose The purpose of this paper is to investigate excess body weight and abdominal obesity in relation to selected psychosocial characteristics such as self-perception, self-esteem and anxiety, in primary school children. Design/methodology/approach A school-based cross-sectional study was conducted with a total of 528 students 10-12 years of age, randomly selected, from the area of Athens, Greece. The Greek versions of the self-perception profile for children (SPPC) and the state-trait anxiety inventory for children (STAI-C) questionnaires have been used to determine the children’s self-perception/self-esteem and the status of anxiety, respectively. Standard anthropometric measurements were also taken. Pearson correlation coefficient was used to test for possible linear correlations between data variables. One-way ANOVA and independent t-test were used to determine statistically significant differences between the means of children’s body mass index (BMI) – abdominal obesity groups. For multiple comparisons, Bonferroni post-tests were run. Findings Overweight and obese children and children with abdominal obesity had lower scores in all of the domains of SPPC self-perception, the SPPC global self-esteem and the STAI-C anxiety levels in comparison to normal weight children. BMI and abdominal obesity correlated negatively with each one of the five domains of the SPPC self-perception (p < 0.001) and the SPPC global self-esteem (p < 0.001) and positively with the STAI-C anxiety levels (p < 0.005). One-way ANOVA and independent t-test revealed statistically significant differences between the means of children’s BMI and abdominal obesity groups in all the domains of SPPC self-perception (p < 0.001), the SPPC global self-esteem (p < 0.001) and the STAI-C anxiety levels (p < 0.005). There were no gender differences in the psychometric characteristics assessed in this study. Originality/value Primary school children with excess body weight and abdominal obesity have increased anxiety levels and they score lower in key psychosocial characteristics, in comparison to normal weight children.

Modelling of Teaching for Pre-School Children with Mental Retardation

2021 ◽  
Vol 2 (1) ◽  
pp. 29-38
Author(s):  
Olga Shapko
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
School Children ◽  
External World ◽  
Preschool Age ◽  
Necessary Condition ◽  
Effective Technique ◽  
Remedial Work ◽  
Model Algorithm ◽  
Purposeful Activity

The article discusses the experience of using models in remedial work with children with mental retardation of preschool age in kindergarten conditions. Examples of outlines of lessons with this category of preschool children 6-7 years old are offered. The reactions of children to the introduction of models are illustrated. The aim of the article is to show that models are an effective technique for children with mental retardation to perceive cognitive material, because they stimulate children to independent voluntary purposeful activity. This is facilitated by the model algorithm, which includes generalized images that are familiar to children and do not cause them difficulties. We have taken into account that for children with mental retardation the operation "comparison" is one of the difficult ones, but through it the relations between objects and phenomena of the external world are learned. Comparison therefore plays an important role in cognition Comparison helps to generalise and systematise knowledge. The process of comparison is a necessary condition for generalisation. The model can help children with mental retardation to find similarities between objects, which for them is rather more difficult than finding differences.

scholarly journals Preventing Communicative Disadaptation in Senior Preschool Children with Health Impairments in the Conditions of Educational Integration

2021 ◽  
pp. 167-176
Author(s):  
Е.Е. Дмитриева ◽  
Ю.П. Давыдова
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
Personal Development ◽  
Risk Groups ◽  
Speech Delay ◽  
Relevant Issue ◽  
Communication Problems ◽  
Theoretical Approaches ◽  
Educational Integration ◽  
Health Impairments

В статье рассматривается актуальная проблема специальной психологии — коммуникативная дезадаптация. Представлены результаты теоретико-экспери­ментального изучения предпосылок коммуникативной дезадаптации старших дошкольников с задержкой психического развития и общим недоразвитием речи в условиях образовательной интеграции. Обоснованы теоретические подходы к изучению проблемы коммуникативно-личностного развития детей с разными вариантами нарушенного развития. Авторами выявлен дисбаланс в развитии мотивационных и операциональных компонентов общения у дошкольников, выделены дети группы риска, раскрыты механизмы возникновения коммуникативной дезадаптации у дошкольников с задержкой психического развития и общим недоразвитием речи, с учетом чего дифференцированы задачи коррекционного воздействия с целью коммуникативно-личностного развития этих детей и профилактики возникновения у них коммуникативных трудностей. Методологию исследования составляет коммуникативный подход к диагностике и коррекции коммуникативно-личностного развития старших дошкольников в условиях дизонтогенеза. Коммуникативный дизонтогенез рассматривается в контексте понятия «коммуникативная дезадаптация», а в качестве механизма возникновения коммуникативной дезадаптации у старших дошкольников с задержкой психического развития и общим недоразвитием речи — рассогласование в развитии мотивационной и операциональной сфер их общения. The article focuses on communicative disadaptation, as a relevant issue of special psychology. The article presents the results of theoretical and experimental investigation of the precursors of communicative disadaptation in preschool children with mental retardation and speech delay in the conditions of educational integration. The article substantiates theoretical approaches to the investigation of communication development of children with health impairments. The authors analyze the unbalanced development of motivational and operational components of communication in preschool children, describe risk groups, discuss the mechanisms of communicative disadaptation syndrome development in children with mental retardation and speech delay, which enables the authors to single out correctional strategies aimed at children’s communicative and personal development and communication problems prevention. The research is performed within the framework of a communicative approach, it focuses on the assessment and correction of senior preschool children’s communicative and personal development associated with disonthogenesis. Communicative disonthogenesis is treated through the prism of communicative disadaptation, whose mechanism is associated with mental retardation and speech delay in senior preschool children.

Finding Parts within Figures: A Developmental Study

Perception ◽  
1987 ◽  
Vol 16 (3) ◽  
pp. 399-407 ◽  
Author(s):  
Régine Kolinsky ◽  
José Morais ◽  
Alain Content ◽  
Luz Cary
Keyword(s):  
Preschool Children ◽  
Primary School ◽  
School Children ◽  
Form Perception ◽  
Primary School Children ◽  
Developmental Study ◽  
Cognitive Growth ◽  
Stimulus Properties ◽  
Good Relationship ◽  
Probe Task

Preschool children, primary school children, and unschooled adults were tested on the part-probe task designed by Palmer. Relatively high scores were obtained with all groups on parts which had a ‘good’ relationship with the figure. However, the ability to find more deeply embedded segments was not present in the preschool children or in the unschooled adults. This indicates that the processes of postperceptual analysis necessary to find a part in a figure are neither built-in nor the consequence of mere cognitive growth, but depend on the instruction or experience usually provided in school. Such processes should not be confused with those that lead to form perception. Inspection of the part–figure pairs and of the corresponding detection scores suggests the importance of several stimulus properties.

Developing a Saudi version of the new four scales for rating the behavioral characteristics of superior students

2013 ◽  
Vol 31 (2) ◽  
pp. 102-116 ◽  
Author(s):  
Salah Edin Farah Attallah Bakheit
Keyword(s):  
School Children ◽  
Concurrent Validity ◽  
Reliability And Validity ◽  
Face Validity ◽  
Primary School Children ◽  
Behavioral Characteristics ◽  
Factorial Validity ◽  
Psychometric Characteristics ◽  
Riyadh City ◽  
Scientific Fields

The scales for rating the behavioral characteristics of superior students (SRBCSS), which were developed by Renzulli and his colleagues, are considered the most widespread and the most important scales used in the identification of gifted and superior students. Recently, four new scales were added. The aim of this research was to examine the reliability and validity of the four new scales in the Saudi environment. The scales were administered in Riyadh city to 348 primary school children, and their validity was calculated in several ways: face validity, discriminative validity, construct validity, internal consistency, concurrent validity, and factorial validity. Reliability was calculated by Cronbach alpha and test-retest methods. Results showed that the scales have good psychometric characteristics, which render them suitable for use in the identification of the gifted in relevant scientific fields.

scholarly journals Interactive game as a means of preventing dysgraphy in primary school children with mental retardation

2021 ◽  
Author(s):  
Ekaterina V. Usenkova ◽  
◽  
Alina S. Yakovleva ◽  
Keyword(s):  
Mental Retardation ◽  
Primary School ◽  
School Children ◽  
Speech Therapy ◽  
Primary School Children ◽  
School Age ◽  
Interactive Game ◽  
Important Link ◽  
Primary School Age ◽  
Interactive Play

The relevance of the chosen topic is due to the fact that currently writing disorders are one of the most common speech pathologies in children, especially in children with mental retardation. The leading activity in primary school age in children with mental retardation is play, so interactive play can become a leading method in the prevention of dysgraphy. Prevention of dysgraphy is an important link for determining the content of speech therapy work to prepare children of this category to learn to read and write.

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