Pedagogical Support Of Children Research Articles

Methodological Aspects of Analysis of Competition in Regional Markets of Services for Children with Disabilities

The modern development of social services markets is aimed at introducing competition mechanisms into them. These trends create the need to develop and use a methodology for assessing competition, taking into account the characteristics of each market. Existing methods for calculating various indices are labor-intensive for social markets and do not take into account their specifics: a significant share of government institutions, a narrow segment of consumers, and significant differentiation in prices for services. The article proposes a methodology for analyzing competition in the market of psychological and pedagogical support for children with disabilities, based on the use of two groups of indicators: objective and subjective indicators. To analyze subjective assessments, a coefficient of satisfaction with the price-quality ratio is proposed. Statistical indicators are used as objective assessments. The proposed methodology was tested using the example of markets for psychological and pedagogical support for children with disabilities in a number of regions of Russia. The results obtained allowed us to draw a conclusion about the state of competition in the markets under consideration and identify “problem” regions. The presented methodology allows us to obtain relatively adequate results of the analysis of competition in the market of psychological and pedagogical support for children with disabilities and can be extended to other markets in the social sphere with appropriate adjustments.

ACCOMPANYING A STUDENT WITH AUTISM SPECTRUM DISORDER IN SCHOOLS IN KAZAKHSTAN: THE ROLE OF A TEACHER ASSISTANT

Worldwide, the development of inclusive education is aimed to achieve the goal of creating safe, non-violent, inclusive and effective learning environment for all children. The goal of our work is to study the current situation of teaching assistants in supporting children with autism spectrum disorder in secondary schools. A questionnaire was developed by the team of experts and is based on the legal acts. It is designed in two main areas that focused on the experience and needs of teacher assistant and children with autism as well. The results obtained are based on the collection and analysis of data, the study of scientific and methodological literature, normative legal documents on the topic. The research enabled to implement the task of clarifying the role of the teacher assistant in accompanying a student with autism, identifying positive practices, difficulties, satisfaction with their work, as well as to identify factors that impede the effectiveness of psychological and pedagogical support for children with autism at school. It is clear that comprehensive continuous capacity-building trainings are needed in the country to support the work of the teacher assistants and systemic solutions regarding the improvement of professional competencies of teaching assistants in Kazakhstan.

Features of the quality of life of first graders taking into account gender differences and cognitive abilities

The purpose of the study: To study the features of the quality of life of first-graders, taking into account gender differences and cognitive abilities. Design: An open prospective non-randomized comparative clinical trial. Materials and methods: 631 children were examined, students of the first grades of secondary schools without a specialized bias № 110, 83, 75, 67, 9 Rostov-on-Don using the international questionnaire PedsQL 4.0 – Pediatric Quality of Life Inventory. To assess the cognitive development of children, the D. Wexler scale was used with the determination of the intellectual coefficient. Results: First-graders with a high level of cognitive development have reduced indicators of physical and emotional functioning, as well as the overall quality of life score. Girls with a high intellectual coefficient, in comparison with boys, have lower physical, emotional, school functioning and higher indicators of social functioning. The indicators of quality of life in children with a high level of cognitive development do not reflect the same in children who do "excellent". Conclusion: The revealed features of the quality of life of first-graders with different levels of cognitive development require differentiated medical, psychological and pedagogical support of children in this age period and further study of their health.

История и перспективы развития специальной психологии: к 100-летию со дня рождения В.И.Лубовского

<p>The article presents a historical overview of the formation of special psychology as a special direction of psychological science, in which Vladimir I. Lubovsky played a key role. V.I. Lubovsky headed for a long time at the Research Institute of Defectology and became the organizer and first head of the Department of Special Psychology at Moscow State University of Psychology and Education. The article describes the stages of development of the department, changes in the teaching staff, changes in various educational programs and areas implemented as part of the training of specialists for psychological and pedagogical support of children with developmental disorders. The Faculty of Clinical and Special Psychology of Moscow State University of Psychology and Education continues to develop, preserving the traditions laid down by V.I. Lubovsky. The article examines the current state of special psychology and its prospects, notes current problems of special psychology, once formulated by V.I. Lubovsky: the development of early special psychological services, the study of the possibilities and conditions for the integration of children with developmental disabilities into educational institutions, the development of a unified approach to the use terminology. All the identified problems are of current importance to this day; they are being reviewed in the context of the development of inclusive education in our country.</p>

Bewildering the legacy effects of Gail Melson’s wild things/animals/children

ABSTRACT This article bewilders dominant discourses about child-animal relations by acknowledging and challenging the work of Gail Melson who positions animals as providing emotional, social and pedagogical support for children. Melson’s psychological approach rests upon implicit assumptions that shape and support anthropocentrism whilst also critiquing a utilitarian approach to animals in educational learning spaces. The legacy effects of this approach are steeped in neoliberal discourse that entangle with pedagogy and practice. Unless modified these effects pass through generations as sticky webs of knowability that are difficult to contest. Research from Australia and Finland, framed by critical posthuman and relational ontologies, unsettles these effects to reconfigure child-animal relations as fluid and situated. ‘Bewildering education’ grants insights into historical political legacies that can be traced in education policy, practice and theory preoccupied with knowledge development, relations and meaning-making around the productive ‘good’ human subject. Child-animal relations expose complex and far-reaching effects of early childhood because processes of becoming and being human with other animals provides spaces for knowing ‘difference’ as a constituting force that disrupts anthropocentric relations with the world. Building a political history of animals that pays attention to agency and ethical relations reconfigures and reconstitutes animal species, not as objects of pedagogical inquiry, but rather as subjects and fellow earth dwellers.

Реализация междисциплинарного подхода в психолого-педагогическом сопровождении детей, нуждающихся в длительном лечении в медицинских стационарах

<p style="text-align: justify;">This article is aimed at updating the specifics of implementing an interdisciplinary approach in psychological and pedagogical support for children in need of long-term treatment in medical hospitals. The publication describes the importance and possibilities of team interaction between specialists of helping professions in providing psychological and pedagogical support for children in need of long-term treatment with chronic somatic diseases. To implement an interdisciplinary approach, it was found that it is important to take into account the special needs of children in need of long-term treatment, their psychological and social characteristics. An approach to determining the current emotional state, higher mental functions, and personal characteristics of young patients studying in hospital schools is presented. Based on identified current needs, a comprehensive system of pedagogical rehabilitation and psychological and pedagogical support in a hospital school was formed, and the specifics of correctional and developmental, educational, advisory and preventive work of employees of the psychological and pedagogical support service were determined.</p>

Ранняя помощь: ресурсы и возможности психолого-педагогической поддержки ребенка и его семьи в Ярославской области

<p style="text-align: justify;"><strong>Objectives. </strong>Timely and properly organized comprehensive care for young children is able to prevent the appearance of secondary deviations in child development and ensure the effectiveness of corrective and developmental impact. The results of a monitoring that was organized in the Yaroslavl region of the Russian Federation to assess the need of families in childhood early care activities for the correction and prevention of possible disorders are analyzed and summarized. The organization of activities to provide early psychological and pedagogical assistance to children and their families is presented.</p> <p style="text-align: justify;"><strong>Methods. </strong>956 families with young children living in the Yaroslavl region took part in the survey. The age of the parents is from 23 to 37 years old. During the monitoring, the activities of basic organizations for the provision of psychological and pedagogical assistance to children from birth to three years old were studied, according to the following indicators: the quantitative and nosological representation of young children, the psychological and pedagogical support of young children and their parents, staffing in basic organizations providing early help services.</p> <p style="text-align: justify;"><strong>Results. </strong>In 2023, early help was provided to 1174 children and their families in 140 early help services established in the regional education system, in 2022, early care was provided to 1235 children of the target group, which may be due to a slight decrease in the birth rate in the Yaroslavl region. According to the data of the psychological, medical and pedagogical commissions, 2,598 children from birth to three years old underwent a comprehensive examination in 2023, which is 24% more than the number of young children examined in 2022. Comprehensive psychological, medical and pedagogical support of young children is provided by 460 specialists of various profiles. In the process of psychological and pedagogical support, 1,283 events were held with young children and their parents.</p> <p style="text-align: justify;"><strong>Conclusions. </strong>The study reflects that the difficulties of providing early care in educational organizations are due to the interdepartmental fragmentation of early care institutions, the insufficient implementation of the practice of home visits, accompanying a child in natural life situations, and the low representation of medical workers in the early care system. The factors contributing to the improvement of the results of psychological and pedagogical support of a child with disabilities and his family have been established: interdisciplinarity in the organization of early care; support of the child in natural life conditions; screening-diagnostics; remote counseling.</p>

Professional readiness of pedagogical university students for psychological and pedagogical support of young children with disabilities

Introduction. Currently, issues of early assistance to children with disabilities are widely discussed as an important condition for their socialization and integration into the educational and social space. The education system needs qualified specialists to ensure the effectiveness of psychological and pedagogical support for children with disabilities at an early age. A pedagogical university has great potential in the field of training such specialists. However, at the moment there is a certain imbalance between the requirements of practice for solving various complex professional problems that arise in such support and the insufficient readiness of students of a pedagogical university to implement it. The study aims to experimentally analyze the state of professional readiness of bachelor students for psychological and pedagogical support of young children with disabilities and to identify the main ways of optimizing their preparation for implementing such activity. Materials and methods of research. 135 senior students of South Ural State Humanitarian Pedagogical University (Chelyabinsk) took part in the study: 75 students of Special (defectological) education with focus on Preschool defectology (EG 1) and 60 students of Pedagogical Education with focus on Preschool education (EG 2). The author's questionnaire included 9 blocks with questions determined in accordance with the tasks of professional activity and aimed to study the level of motivational and activity readiness of respondents to work with young children with disabilities. PRI is Index of professional readiness for the implementation of psychological and pedagogical support for young children with disabilities. Results. As a result of the empirical study, the motivational readiness to implement psychological and pedagogical support for young children with disabilities among EG 1 is above average (PRIm = 89.1%), and among EG 2 it is average (PRIm = 89.1%). Activity readiness (average in knowledge and instrumental components) among both groups is lower: EG 1 average (PRIS = 68.0%), EG 2 below average (PRIS = 54.7). Conclusion. The results prove the need to optimize the content, to search for effective means of preparing pedagogical university students for psychological and pedagogical support of young children with disabilities and for solving non-standard problems of professional activity, based on the variety of typological manifestations of children’s development and their educational needs.

Research of the emotional state of young tutors working with children with autism spectrum disorders

Introduction. The work of specialists involved in psychological, medical and pedagogical support of children with autism spectrum disorders (ASD) has an impact on the emotional state of educators, often causing professional burnout. It is widely discussed in the literature among educators with a long work experience. The authors consider it relevant to isolate and investigate the initial symptoms of burnout. Materials and methods. The study involved 14 tutors, women aged 24 to 30 years, working in resource classes for children with ASD and 14 teachers of inclusive classes. Research methods: questionnaire survey, psychological testing. The authors used the “Methodology for diagnosing the level of emotional burnout” (Boyko, 1998), “Scale of psychological well-being” by K. Riffe in adaptation of T.D. Shevelenkova, T.P. Fesenko (2005), Clinical questionnaire for identifying neurotic states by K.K. Yakhin, D.M. Mendelevich (1998). Statistical processing was performed using IBM SPSS Statistics 26 program. The nonparametric Mann-Whitney criterion (p≤0,05) was used to compare indicators. Results. All tutors noted significant fatigue after the working day, half of them also experienced psychological discomfort, difficulties in communication, less optimistic assessment of their abilities. According to V.V. Boyko’s test, the phase of tension is formed in three tutors, it is in the stage of formation in eleven; the phase of resistance – in three, and it is in the stage of formation in nine; the phase of exhaustion – in one tutor, it is in the stage of formation in four. The most pronounced symptoms are “Dissatisfaction” and “Emotional disorientation” – in 71.4%. Eight teachers (57.1%) felt the presence of problems hindering their psychological well-being and emotional comfort. Eight out of fourteen revealed painful symptoms on the scales of vegetative disorders, neurotic depression, and anxiety. Comparison of indicators in the groups of tutors and teachers of inclusive classes showed reliable differences in many parameters (p≤0.05), but the tutors of inclusive classes also showed forming symptoms of tension and vegetative disorders. Conclusion. The results obtained in the study of tutors with less than three years experience of work with children with ASD indicated the presence or formation of their suboptimal functional state of the body, which requires timely detection and correction with the participation of psychological and medical specialists.

Current state of medical, psychological and pedagogical support of children with spinal muscular atrophy (SMA)

Current state of medical, psychological and pedagogical support of children with spinal muscular atrophy (SMA)

ГОТОВНОСТЬ СПЕЦИАЛЬНЫХ ПЕДАГОГОВ КАК ОСНОВНОЙ ФАКТОР УСПЕШНОСТИ ИНКЛЮЗИВНОГО ПРОЦЕССА В ОБРАЗОВАНИИ

The article discusses the issues of modernizing the training special education teachers to work within inclusive education environment. The widespread of inclusive education has necessitated the reorientation of traditional defect-oriented training for upcoming professional activities in general education kindergartens and schools as the main specialist organizing psychological and pedagogical support for children with disabilities and responsible for their integration into the environment of typically developing peers. The authors analyze foreign and domestic scientific approaches determining the professional competence of a special education teacher to work within inclusive education environment. The authors prove the need to improve the competencies of special education teachers in inclusive educational process. The development of inclusive professional and personal competencies among teachers largely depends on the success of including children with special educational needs in the general educational process. Based on the conducted empirical research, some pedagogical recommendations have been developed and proposed to modernize the training of special education teachers to work within inclusive education environment. The above-mentioned transformations naturally led to a change in the requirements for teachers responsible for organizing, coordinating and for the success of inclusive education.

Organization of psychological and pedagogical support for children with special educational needs in the process of sports events

The article is devoted to the actual problem of organizing psychological and pedagogical support for children with special educational needs in the process of sports events. The purpose of the article is to reveal the features of the organization of psychological and pedagogical support for children with special educational needs in the process of sports events. The task of the study: to isolate the system of key concepts from the research problem and to justify their essence; find out the peculiarities of the organization of psychological and pedagogical support for children with special educational needs in the process of sports events; to characterize the main directions and principles of psychological and pedagogical support for children with special educational needs in the process of sports events. The essence of the concepts of "support," "psychological and pedagogical support," "support," "child with special educational needs," "sports events," "sports work." It is determined that the organization of psychological and pedagogical support for children with special educational needs in the process of sports events is a comprehensive system of classes aimed at improving, educating and developing children with special educational needs according to an individual program for each child. The features of the organization of psychological and pedagogical support for children with special educational needs in the process of sports events, on the basis of an individual approach, planning activities, additional professional training, as well as contacts with specialists who can provide appropriate assistance to a child with special educational needs during the event. It is proved that the quality of the organization of psychological and pedagogical support for children with special educational needs in sports events is mainly determined by the extent to which the potential opportunities and individual characteristics of the child are realized. Directions (diagnosis, correction, counseling, rehabilitation, support, organization of the social environment, organization of sports events) and principles (priority of interests and needs of children with special educational needs) are disclosed; their continuous support and multidisciplinary) psychological and pedagogical support of children with special educational needs in the process of sports events.

METHODOLOGICAL SUPPORT FOR THE DEVELOPMENT OF EMOTIONAL INTELLIGENCE OF PRESCHOOL CHILDREN

Emotional intelligence is a basic human life competence that needs to be developed from preschool childhood. The article reveals the content of methodological support that will promote the development of emotional intelligence of preschool children. The age-related peculiarities of children's emotional development, which contribute to the formation of emotional intelligence and are the main guideline for methodological support, are determined. The pedagogical conditions for the development of preschoolers' emotional intelligence are considered: enrichment of children's knowledge about emotions, development of teachers' emotionality, organization of a system of developmental classes, enrichment of the appropriate emotional and developmental environment, emotionality of the content of educational and didactic materials, partnership interaction of participants in the educational process, psychological and pedagogical support for children. The methodological support for the development of emotional intelligence of preschool children is considered as the creation of a holistic methodological system consisting of an effective arsenal of pedagogical methods, techniques, tools, sources, guidelines, resource and didactic support, which create an effective field for familiarizing children with the emotional world, provide an opportunity to express their emotions and learn about the emotionality of other people. The directions of methodological support carried out by preschool teachers in the system of preschool education are revealed, the practices of partnership interaction between parents and children on the research problem are characterized.

Теоретические аспекты персонализации образования детей с ограниченными возможностями здоровья

The paper aims to determine the possibility of education personalization for preschool children with disabilities and the mechanism of this process. The paper discusses various interpretations of the notion of personalization. In the context of pedagogical science, the essence of education personalization as one of the leading trends is discussed. The authors summarize and clarify the characteristics and conditions of education personalization for preschool children, prove the feasibility and determine the main methodological approaches to its implementation in the process of rendering psychological and pedagogical support to children with disabilities. The scientific novelty of the research lies in developing the mechanism, formulating the conditions of education personalization for preschool children with disabilities, identifying the main approaches that form its methodological basis. As a result of the research, the conditions of organization and approaches to the implementation of education personalization and the rendering of psychological and pedagogical support for children with disabilities have been highlighted. It has been found that the process of education personalization contributes to the formation of children’s global competencies (including compensatory, socially adaptive behaviors), successful socialization, providing opportunities for a particular person to function as effectively as possible in a variety of social, communicative, everyday situations.

НЕЙРОПСИХОЛОГИЧЕСКАЯ ДИФФЕРЕНЦИАЦИЯ СТАДИЙ ФОРМИРОВАНИЯ И РАЗВИТИЯ ЯЗЫКОВОЙ ЛИЧНОСТИ РЕБЕНКА С РАССТРОЙСТВОМ АУТИСТИЧЕСКОГО СПЕКТРА

In modern Russian society, one of the most urgent problems is the creation of a versatile system of medical, psychological and pedagogical support for children with autism spectrum disorder (ASD). The fact that the number of autistic children does not decrease every year, and approaches to the study, classification, diagnosis, and correction of symptoms of autism spectrum disorders continues to grow, indicates the objective complexity of the problem. Separate attempts to differentiate specific symptomatic conditions in children with ASD contribute to a qualitative improvement in correctional programs. In particular, within the framework of this study, we propose to turn to the analysis of the developmental features of the language personality of a child with ASD. In recent years, studies have been published that analyze one or more language levels, as well as their relationship with primary cognitive impairments. Meanwhile, the issue of the complexity of language development in relation to children with ASD is practically not considered, since the correction of their speech and cognitive impairments, the development of social skills and other forms that facilitate the process of integrating this category of children into society come to the fore. Meanwhile, the complex formation of the language skills of any child is the most important guarantee of his social and educational adaptation, as well as a key factor in personal growth. In the case of children with ASD, the study of neuropsychological parameters of the development of language personality is of particular importance.

Открытые защиты научных работ студентов как способ популяризации проблем госпитальной педагогики и психологии

<p style="text-align: justify;">The article is devoted to the description of the event — public defense of research works of students of the Faculty of Clinical and Special Psychology of Moscow State University of Psychology & Education. The event is annual, it is held in cooperation with Moscow State University of Psychology & Education and the project of hospital schools in Russia "TeachKnow". The presented studies were carried out on the sites of hospital schools and are devoted to the peculiarities of psychological development and psychological and pedagogical support for children and adolescents undergoing long-term treatment.</p>

Теоретический аспект коррекции последствий насилия над детьми в формате отечественной гуманистической психологии развития и детского психоанализа

he modern stage of the educational practice of preschool education is characterized by changes in the use of effective technologies that actualize the problem of psychological and pedagogical support for children who have been subjected to violent actions by adults. A retrospective analysis of domestic, foreign, historical, pedagogical, psychological scientific research determines the priority of the technology of correction of the consequences of child abuse, the basis of which is the synthesis of child psychoanalysis and modern conceptual provisions of the national child psychology of development. The structure of the presented psychoanalytic technology includes diagnostic, correctional and developmental, control and evaluation modules, the content of which reveals the individual typological characteristics of the child, taking into account the sensory, unconscious manifestations of the psyche, internal emotional experiences that are the consequences of violence. The diagnostic module is presented by the method of projective tests, questionnaires that allow to identify the determinants of traumatic events, factors of unfavorable passage of a child of a particular age stage of mental development. The content of the correctional and developmental module, the implementation of which provides for the organization of the playing space by the child himself, with the facilitating participation of an adult, is carried out using the following methods: playing cooperation of an adult with a child, communicative drawing, a co-lived event in a director’s game. The control and evaluation module is presented with a description of the evaluation drawing techniques that allow determining the dynamics of mental well-being of the individual. The presented technological correction tools are the most important components of the professional activity of child psychologists and teachers in working with children survivors of adult violence.

The Use of Information Technologies in the Practice of the Educational Process as a Means of Improving the Quality of Education

The article substantiates the relevance of the need to create an online platform for distance learning, which allows to support students with special educational needs. The problematic issues voiced by school teachers during the transition to distance learning during the period of the threat of the spread of a new infection in the Russian Federation are presented. The main documents on the basis of which the children of this group receive education in schools, including the use of distance technologies, are named. The educational online resources recommended by the Ministry of Education of the Russian Federation are analyzed in order to identify the material necessary for the psychological and pedagogical support of children with specific educational needs. Examples of various sites and Internet portals used by teachers and psychologists are given. The article implements the developed and tested educational standards of primary general education for students with disabilities, which allow each student with different starting opportunities to create conditions for success in obtaining an education.

Prevention of dyslexia in children of primary school age with general level III speech impossibility: organizational and content model of correctional pedagogical work

Introduction. The article deals with the prevention of dyslexia in children of primary school age with general underdevelopment of speech. An analysis of theoretical sources is presented on the basis, of which the main objectives of the study were formulated. The results of an experimental study of the functional basis of reading are presented in order to determine the readiness of children with general speech underdevelopment (GSU) to master reading skills. The necessity of developing a model of correctional and pedagogical work to prevent dyslexia in children of the category under study, its significance for the psychological and pedagogical support of children with GSU in an educational organization is determined. Materials and Methods. In the study of readiness to master reading skills, the following methods were used: analysis of theoretical and methodological literature; diagnostic methods for experimental study of children's readiness to master the technical side of the reading process and reading competence. Results. Based on the analysis of the survey results, the need for psychological and pedagogical support of the correctional and pedagogical process of forming the functional basis of speech was determined. The main provisions, purpose and objectives and structural components of the model of correctional and pedagogical work on the prevention of dyslexia in children of primary school age with general underdevelopment of speech of the III level are formulated. Discussion and Conclusions. In the course of the study, the reasons for the insufficient readiness of children with general speech underdevelopment to master reading skills were identified and the main tasks of correctional and pedagogical work were identified. Presentation of the model as a system consisting of structural elements, its phased implementation, description of all participants’interaction in the correctional and educational process made it possible to consider correctional and pedagogical work in the context of psychological and pedagogical support for children of primary school age with general underdevelopment of speech in an educational organization.

Zdalne nauczanie jako trudne doświadczenie życiowe dzieci, rodziców i nauczycieli

Introduction: Distance learning is a difficult, even traumatic experience of children/students that has affected all aspects and spheres of their lives: learning, health, free time, as well as social and peer relationships. It also a difficult life experience of their parents and teachers. The article is theoretical and analytical in nature. Research Aim: The article aims at presenting distance learning as a difficult real-life situation for children/students, parents and teachers. Evidence-based Facts: Distance learning has affected psychophysical condition of students, which has been manifested by sadness, despondency, depression, suicides and excessive use of various types of stimulants. An attempt to describe the situations of students has become the basis for presenting various forms of support, those of institutional (governmental) and non-governmental in nature, including different types of foundations and associations whose statutory objectives comprise assistance to children in difficult situations during and after pandemic. Assistance and support apply to parents and teachers, as well. Summary: The article discusses suggestions for psychological and pedagogical support of children, teachers and parents that are essential for further psychophysical development of children and for their education.