ACTUAL ASPECTS OF THE DEVELOPMENT OF SOCIAL AND COMMUNICATIVE ACTIVITY OF STUDENTS

The paper considers the procedural aspects of social communication such as meeting the requirements of today’s comprehensive characteristics of social skills of the future specialist, which is manifested in his ability and ability to effectively perform professional duties adequately to each situation by activating socially and professionally important qualities in the competent application of the existing arsenal of professional knowledge, skills and abilities. The semantic elements of social communication as forms of expression of will, practical actions of an individual or a social group in a certain collective activity to achieve a socially significant result are revealed. It is established that the level of development of social and communicative skills can characterize not only the mechanisms of acquiring knowledge, skills, professionally significant qualities in the learning process, but also the peculiarities of the students’ understanding of social reality in general and in specific situations in particular, when both the adaptive mechanisms and the integrated life narratives of the individual are significantly influenced by the characteristics of the social environment. The need for coordination and focus on creating appropriate conditions for attracting external and internal resources (as a set of objectively existing conditions, means, opportunities that can be mobilized and used in the process of development of any system) to address this issue, including the intensification of participation in the development of communication skills of leading agents of influence ‒ subjects of all levels and types of education – traditional, alternative, extracurricular, “non-formal”, etc. Keywords: social communication; educational environment; communicative approach; social interaction; subjects of social communication; extracurricular activity; socialization skills; applicants of higher education.

Socialization Skills & Family Types: A Report in Three Jamaican Communities Among Young Adults

A child's learning and socialization are most influenced by their family since the family is the child's primary social group. Ultimately, the family will be responsible for shaping a child and developing their values, skills, socialization, and security. This research paper sheds light on the problem in the society that socialization among adults become difficult based on their social background. The research was conducted on two types of families nuclear and single-parent and the impact of these families on the social development of children. The families were selected from three local communities in the parish of Clarendon and Manchester (Rocky Point, Chantilly, and Palmers Cross). The people taken in consideration for this research are of age group 18-35 years old. The basic aim of this research was a statistical analysis on how the economic conditions and home environment contributes to the participant’s socialization behaviors. The research shows how socialization and challenges varies among the families, and how a stable family where both parents are present and resources are readily available, plays a vital in a child’s social development.

FROM THE HISTORY OF THE ORGANIZATION FOR THE CORRECTION OF JUVENILE OFFENDERS IN THE 1960s

В статье предпринята попытка описания опыта организации исправления несовершеннолетних осужденных в 1960-х гг. в отечественных пенитенциарных учреждениях. Реализация воспитательной работы осуществлялась на основе комплекса воспитательно-трудовой деятельности. В статье подробно рассмотрена организация учебно-воспитательного процесса в учебных мастерских, которые выступали основной формой исправительного воздействия, направленного на несовершеннолетних осужденных. Обозначены проблемы профессионального обучения осужденных в трудовых колониях. Авторы статьи попытались представить целостную картину функционирования механизма получения несовершеннолетними осужденными в трудовых колониях профессионального образования как комплекса воспитательных и учебных мероприятий. Обозначена роль профессионального обучения в 1960-х гг. как средства исправления несовершеннолетних осужденных, что нашло свое отражение в действующих нормативных правовых документах Российской Федерации. Описаны меры государственного регулирования данного процесса, в результате чего практически все осужденные на момент освобождения из исправительного учреждения получали необходимые навыки социализации, которые могли применить после освобождения. Большой интерес для организации учебного процесса в воспитательных колониях вызывает анализ представленных в статье средств, методов и форм обучения в трудовых колониях. В качестве педагогической новеллы рассматривается самостоятельная работа по специальной подготовке, которая оптимизировала весь процесс освоения профессии и определяла мотивацию к дальнейшему обучению, к саморазвитию. Авторами статьи предлагается вывод о том, что в основной массе исправительные учреждения 1960-х гг. для заключения несовершеннолетних осужденных представлены трудовыми колониями, в которых они, в первую очередь, подвергались воспитательному воздействию в процессе обучения специальностям и трудовой деятельности, организованной в соответствии с высокими требованиями к качеству результатов этой деятельности. The article attempts to describe the experience of organizing the correction of juvenile offenders in the 1960s in domestic penitentiary institutions. The implementation of educational work was carried out on the basis of a complex of educational and labor activities. The article considers in detail the organization of the educational process in the training workshops, which were the main form of correctional influence aimed at juvenile offenders. The problems associated with the stay of convicts in labor colonies during vocational training are identified. The authors of the article tried to present a complete picture of the functioning of the mechanism for obtaining vocational education by minors convicted in labor colonies as a complex of educational and training activities. The role of vocational training in the 1960s as a means of correcting juvenile offenders is outlined, which is reflected in the current regulatory legal documents of the Russian Federation. The measures of state regulation of this process are described, as a result of which almost all convicts at the time of release from a correctional institution received the necessary socialization skills that could apply them after release. Of great interest for the organization of the educational process in educational colonies is the analysis of the means, methods and forms of training presented in the article in labor colonies. As a pedagogical novel, we consider independent work on special training, which optimized the entire process of mastering the profession and determined the motivation for further training, for self-development. The authors of the article suggest that the majority of correctional institutions of the 1960s for the detention of juvenile offenders are represented by labor colonies, in which they, first of all, were subjected to educational influence in the process of training in specialties and labor activities organized in accordance with high requirements for the quality of the results of this activity.

MENGEMBANGKAN KECERDASAN MULTIPLE INTELLEGENCE ANAK USIA DINI

The golden age is a period that cannot be repeated again. This period also determines the life of a human being in the future. When learning there are aspects that experience development, namely cognitive, abstract thinking, creative thinking, social-emotional, motor, language or communication, and can also develop creativity. So from this aspect it can improve the development of children's multiple intelligences. Multiple Intelligences include verbal linguistics, logical-mathematical, visual spatial, musical, kinetic, intrapersonal, interpersonal, naturalist and existential. The purpose of this study is to analyze how multiple intelligences can be developed in early childhood. With this research, parents can recognize the intelligence of children and even direct and develop intelligence to the fullest. This research is a qualitative research with literature study. The results of this study are Multiple Intelligence in the aspect of linguistic intelligence and Interpersonal intelligence is very important to be developed in early childhood, because it becomes a bridge in developing children's intelligence, the development of linguistic intelligence provides communication and socialization skills and expresses children to the outside world, while Interpersonal intelligence provides the ability to manage emotional-social so that it becomes a controller for children in thinking and acting towards maturity.

MENGEMBANGKAN KECERDASAN MULTIPLE INTELLEGENCE ANAK USIA DINI

The golden age is a period that cannot be repeated again. This period also determines the life of a human being in the future. When learning there are aspects that experience development, namely cognitive, abstract thinking, creative thinking, social-emotional, motor, language or communication, and can also develop creativity. So from this aspect it can improve the development of children's multiple intelligences. Multiple Intelligences include verbal linguistics, logical-mathematical, visual spatial, musical, kinetic, intrapersonal, interpersonal, naturalist and existential. The purpose of this study is to analyze how multiple intelligences can be developed in early childhood. With this research, parents can recognize the intelligence of children and even direct and develop intelligence to the fullest. This research is a qualitative research with literature study. The results of this study are Multiple Intelligence in the aspect of linguistic intelligence and Interpersonal intelligence is very important to be developed in early childhood, because it becomes a bridge in developing children's intelligence, the development of linguistic intelligence provides communication and socialization skills and expresses children to the outside world, while Interpersonal intelligence provides the ability to manage emotional-social so that it becomes a controller for children in thinking and acting towards maturity.

Reading Paper Books: Being in the Space of Intercommunication

The article is devoted to substantiation from the standpoint of intercommunication as a social practice of the essential advantage of reading paper books and the relevance of book practices of the library service. The methodological tools of the study were based on the methods of hypothesis, included and external observation, extrapolation, survey, comparative and analytical methods, the use of which, along with the formulation of the general idea of the study created the basis for understanding the book as an object that represents the author, characters, and texts and can perform the function not only of an information source, but also of the narrator, and thus of the subject of communication; made it possible to identify common and special features of reading electronic and paper books, to draw conclusions about the priority format for young people reading literary texts, to identify modern scientific approaches to studying the role of books and reading for personal development. Based on the analysis of current professional publications, data on the study of reader behavior conducted in autumn 2018 by the cultural and publishing project “Chitomo” together with the digital publishing house Gutenbergz and the Razumkov Center ("Reading in Ukraine", 2018), the results of a survey of students majoring in 029 “Information, library and archival business”, which was carried out during 14.01.2021–14.02.2021, the relevance of maintaining the practice of reading books in paper format is proved, the formation of the space of communication as a social practice, based on the functioning of the paper book as a subject of communication, has been substantiated. The topic of such communication is both the text printed in the book and the whole set of historical, social and socio-cultural meanings associated with the authors of the books, their publishers and / or former owners. It has been found that e-books, being effective communicators, lose subjectivity, which creates risks for reading-oriented people to weaken communication and socialization skills, and thus – actualizes the need to maintain access to real bookshelves and paper books in the library. space. In the conditions of needs of access to electronic texts, dynamics of social processes, social mobility, the library remains a place that allows preserving and reproducing important for the formation and socialization of personality social practice of interpersonal communication, in particular by creating conditions for real communication with paper books.

The gap between IQ and adaptive functioning in autism spectrum disorder: Disentangling diagnostic and sex differences

Adaptive functioning, or the suite of skills essential for real-world, day-to-day functioning, includes daily living, communication, and socialization abilities. Even in the absence of co-occurring intellectual disability (IQ < 70), difficulties in adaptive functioning are prominent in autism spectrum disorder (ASD). Further, ASD individuals without co-occurring intellectual disability (ID) demonstrate a gap between IQ and adaptive functioning, which widens with age. Existing studies of IQ-adaptive functioning discrepancies have characterized predominantly male ASD samples; thus, whether the gap is demonstrated in ASD females is unknown. To probe sex- versus diagnosis-specific differences in adaptive functioning in ASD, we characterized adaptive functioning using the Vineland Adaptive Behavior Scales, Second Edition in 177 non-ID (IQ > 70) ASD (females = 75, males = 102), and 178 typically developing (TD) (females = 87, males = 91) youth, aged 8–17 years. We examined whether each group evidenced a gap between full-scale IQ and adaptive skills and its associations with age. ASD youth evinced significantly lower adaptive skills and a significantly greater IQ-adaptive functioning gap than their same-sex TD peers. In this cross-sectional sample, the increase in the IQ-adaptive functioning gap with age was of similar magnitude for ASD males and females, but only reached statistical significance in males. We discuss unique implications the profound IQ-socialization skills gap in particular may have for ASD females. Lay abstract Adaptive functioning refers to skills that are vital to success in day-to-day life, including daily living (e.g. grocery shopping, food preparation, transportation use), communication (e.g. verbal expression of needs), and socialization skills (e.g. interpersonal skills, including expressing and recognizing emotions, and understanding turn-taking in conversation). Among autistic individuals without intellectual disability, adaptive functioning is not commensurate with intellectual ability (IQ), and instead a gap exists between these individuals’ intellectual ability and their adaptive skills. Further, these autistic individuals show a widening of this gap with increasing age. Existing studies of the gap between IQ and adaptive functioning have studied predominantly male samples. Thus, we do not know if the gap also exists in autistic females. We therefore looked at adaptive functioning and the gap between IQ and adaptive functioning in a large sample of autistic girls and boys without intellectual disability. To disentangle effects of group (autistic vs typically developing) from effects of sex (girls vs boys), we compared autistic girls and boys to one another as well as to their same-sex typically developing peers. Analyses took into consideration differences in IQ between autistic and typically developing youth. We found autistic girls, like autistic boys, show lower adaptive functioning than their same-sex typically developing peers. Results underscore the need to evaluate adaptive functioning in autistic individuals without intellectual disability and to provide necessary supports. The large gap between intellectual ability and socialization skills, in particular, may be of critical importance in improving our understanding of outcomes and mental health difficulties among autistic females.

Performance Tasks and Socialization of Students with Broken Family

Broken family leads to children being raised by single parents, stepparents or others not related to the biological parents. The study used a univariate likert scale among senior high school students in Jagobiao National High School. There are questions to gather the data. Firstly, students with broken family reported that they perform differently compared to the students with complete family. They do not have the confidence to stand out in class and even socializing the people around them. The findings of the study is statistically not significant between performance task and socialization of the students with broken family because the Cross tabulation presented that performance task does not affect the students socialization. Majority of the students perform well with a complete family rather than the broken ones. A number of students have fair confidence to socialize with other people. Other students with incomplete family poorly perform their task and their socialization skills rated poor as well. Hence, most of the students with incomplete family satisfactory perform their task and their socialization skill rated as satisfactory also. The study accentuates that the two variables performance task and socialization of the students with broken family does not have a significant correlation.

PENGARUH TERAPI AKTIVITAS KELOMPOK TERHADAP KEMAMPUAN SOSIALISASI ANAK TUNAGRAHITA SEDANG DI SLB-C PANCARAN KASIH

Anak tunagrahita yaitu anak yang memiliki fungsi intelektual di bawah rata-rata (70) dan disertai dengan keterbatasan dalam kemampuan kognitif, kemampuan verbal, kemampuan motorik dan kemampuan sosialisasi. Sosialisasi adalah suatu proses seseorang belajar berperilaku tertentu sesuai dengan tuntunan budaya tempat ia hidup. Tujuan penelitian ini adalah untuk mengetahui pengaruh terapi aktivitas kelompok pada kemampuan sosialisasi anak tunagrahita sedang. Penelitian ini merupakan penelitian kuasi eksperimen dengan metode pendekatan one grouppretest-posttest, teknik pengambilan sampel dengan menggunakan purposive sampling dengan jumlah sampel 10 orang yaitu pada kelas 1 sampai kelas 4. Data diperoleh dengan cara observasi dan dianalisis secara statistika menggunakan analisa uji paired t-test, dengan tingkat signifikasi 0,05. Dari hasil penelitian didapatkan hasil sebelum dilakukan terapi dari 10 orang responden dengan nilai median11,50 dan nilai minimal 10 serta maksimal 14 dengan katagori tidak mampu, sedangkan setelah dilakukan terapi didapatkan hasil median 13,00 dengan nilai minimal 10 serta maksimal 17 dengan kategori mampu.Dari hasil uji statistik menggunakan paired sampel t-test didapatkan hasil atau nilai p value yaitu 0,000 yang artinya bahwa (0,000<0,05). Dengan demikian ada pengaruh terapi aktivitas kelompok terhadap kemampuan sosialisasi anak tunagrahita sedang di SLB-C Pancaran Kasih Kota Cirebon 2017. Berdasarkan hasil penelitian terapi aktivitas kelompok terhadap kemampuan sosialisasi anak tunagrahita sedang di SLB-C Pancaran Kasih Kota Cirebon dengan metode bermain kartu diharapkan bisa menjadi bahan kegiatan untuk stimulasi kemampuan sosialisasi yang dapat dilakukan oleh sekolah maupun orang tua sesuai dengan SOP pada anak tunagrahitaKata Kunci : Kemampuan sosialisasi anak tunagrahita ABSTRACTChildren with intellectual challenges of children who have intellectual functioning below average (70) and is accompanied by limitations in cognitive abilities, verbal skills, motor skills and socialization skills.Socialization is a process of learning to behave in a particular manner in accordance with the guidance of the culture in which he lives. The purpose of this study was to determine the effect of group activity therapy on the ability of socialization of children with mental retradation. The purpose of this study was to determine the effect of group activity therapy on children with ental retradation socialization skills were. This research is a quasi-experimental approach method one group pretest-posttest, The sampling technique using purposive sampling with the number of samples 10 people are in classes 1 to 4. Data obtained by observation and analyzed statistically using analysis of paired t-test, with a significance level of 0.05. From the results obtained prior to therapy of the 10 respondents with a medianvalue11,50 and a minimum value of 10 and a maximum of 14 in the category of inadequacy, whereas after therapy showed a median of 13.00 with a minimum value of 10 and a maximum of 17 categories capable .From the results of statistical tests using paired sample t test or the results obtained p value is 0.000, which means that (0.000 <0.05). Thus there is the effect of group activity therapy to children with mental retradation socialization skills were in SLB-C Pancaran Kasih Cirebon 2017. Based on the results of group activity therapy on the ability of socialization of children mental retradation being in SLB-C Pancaran Kasih Cirebon with the method of playing cards is expected to be a material activity for the stimulation of socialization skills that can be done by schools and parents in accordance with SOP in children mental retradation.Keywords : Socialization skills of children intellectual challenges