Scientific approaches to the study of psychological accompaniment in child with Down’s syndrome

A Sokolova

doi:10.33531/farplss.2018.4.24

Abstract

In the period of scale changes in area of the special education the necessity of creation of optimal terms of educating and education of children increases with the special educational requirements in a stable and emotional, favorable social environment. Research actuality is s determined by the need to develop a theoretical and methodological substantiation the problem of psychological accompaniment a child with the Down's syndrome (DS). The aim of the article is there is realization of theoretical analysis of problem of psychological accompaniment in child with the Down's syndrome from position of subject-activity, cognitive, systems-oriented and structural-functional approaches. On results the study of research problem, drawn conclusion, that concordantly subject-activity approach in research of model of psychological accompaniment of children with the Down's syndrome the subject of kids with a syndrome Down's reflects the features his personality and repertoire specific of activity. The cognitive approach allows to form a look to the psyche, that is examined as a system of the cognitive reactions, related not only to the external stimuli but also with internal variables, for example, with consciousness. The aim of the article is there is realization of theoretical analysis of problem of psychological accompaniment in children with the Down's syndrome from position of subject-activity, cognitive, systems-oriented and structural-functional approaches.

Highlights

Theoretical aspects of the problem of psychological accompaniment for children with Down syndrome are presented in the following areas: peculiarities of cognitive activity and speech
In the context of our model of psychological support, an important view is on the psyche within the limits of cognitive psychology, which is viewed as a system of cognitive reactions associated with external stimuli, and with internal variables, for example, with selfconsciousness
According to the subject-activity approach in the study of the model of psychological accompaniment in children with Down's syndrome, the thesis the specificity of the interaction between the subject and the object is important, fact it forms the image of the world, the external influences are mediated, the subjectivity of the child with Down's syndrome reflects the characteristics of his personality and the repertoire specificity of activity: it is mirrored in the personal, individual, cognitive styles, individual features of creating a personal model of the world

Summary

Article info

Scientific approaches to the study of psychological accompaniment in child with Down’s syndrome. Research actuality is s determined by the need to develop a theoretical and methodological substantiation the problem of psychological accompaniment a child with the Down's syndrome (DS). The aim of the article is there is realization of theoretical analysis of problem of psychological accompaniment in child with the Down's syndrome from position of subject-activity, cognitive, systems-oriented and structural-functional approaches. On results the study of research problem, drawn conclusion, that concordantly subject-activity approach in research of model of psychological accompaniment of children with the Down's syndrome the subject of kids with a syndrome Down's reflects the features his personality and repertoire specific of activity. The aim of the article is there is realization of theoretical analysis of problem of psychological accompaniment in children with the Down's syndrome from position of subject-activity, cognitive, systems-oriented and structural-functional approaches

Introduction

Research results

Conclusions