Children Of Primary Age Research Articles

Co-development of a gamified physical education movement competence intervention with school stakeholders

Movement competence (MC) and emotional intelligence (EI) are positively associated and important for child development. Intervention research is needed to determine causal relationships between these outcomes. Gamification is a pedagogical model that may enhance MC and EI, but implementing interventions in schools is complex and requires multi-stakeholder involvement to ensure feasibility, acceptability and sustainability. However, methodological evidence to inform co-development work within physical education (PE) is lacking and further research is required. This study describes the process of co-developing a gamified PE intervention with school stakeholders to increase MC and EI among primary-aged children. A total of 91 children and four classroom teachers from three primary schools participated in a series of co-development workshops. Data from the workshops were thematically analysed and informed the development of three school-specific gamified PE curriculums. Findings from children included: (1) the social and foundational movement skills (FMS) to improve during the intervention; (2) the enjoyable components of PE, which included skill development and social interaction; (3) a desire to include more equipment in PE lessons; and (4) games, activities and gamification strategies to incorporate in the intervention. Findings from teachers included: (1) the barriers and facilitators to implementing a gamified model in PE; (2) the successful components of PE lessons; and (3) the overall development of the intervention. This methodology provides a framework for co-developing PE interventions within a school context. Results provide strategies to operationalise gamification. Future research should explore the feasibility and acceptability of the co-developed interventions to increase MC and EI.

Editorial - ICPE 2022 Part 5

This collection of papers represents the fifth part of the collection from the International Conference on Physics Education, which was held in December 2022. This collection addresses a range of topics in techniques for teaching physics and astronomy as well as how to measure student learning. Two of the papers included in this issue focus on developing teaching tools to support physics and astronomy learning in a range of contexts. Fernandes et al describe an international project to develop an innovative approach to teaching astronomy to primary-aged children. They show that having students engage in scaffolded observations of the night sky can support students’ learning and teachers’ confidence in astronomy and provide an exemplar of translating resources for multiple cultural contexts. Jangia and Haverlíková demonstrate that adapting the card game Dixit for classroom use can encourage students to make connections across physics concepts in a fun and engaging way. The other three papers in this collection focus on approaches to understanding student learning, including that of preservice teachers. Belíssimo and Nardi developed a longitudinal approach to understanding the impact of preservice teachers’ education on their epistemology of science and their teaching identities. Intakaew and Wattanakasiwich explore how to use RapidMiner, a data mining tool, to identify patterns in students’ answers to a concept inventory. Kota and colleagues detail their development of a survey tool to measure student engagement in science laboratories by examining motivations, emotions, and use of resources. Taken together, these papers offer new insights into approaches for teaching and research approaches in physics and astronomy. I offer my thanks to all authors and reviewers for their work.

‘On the high street’ tuition for primary-aged children in London: Critiquing discourses of accessibility, attainment and assistance.

ABSTRACT Private tuition, often referred to as ‘shadow education’, is commercially provided, supplementary education which has been variously constructed to support children in their academic abilities. As growing numbers of children are engaging with tuition, it is receiving greater scrutiny and scholarly attention. This paper explores the growth and role of commercial tuition centres for primary-aged children. Such centres, which operate ‘on the high street’, are not a new phenomenon, but their expansion and assertive commercialisation is notable. With attention to managers’ and tutors’ perspectives, we interrogate the positioning of these services and critically analyse the discursive construction of three ‘As’ of their offer: accessibility of service, promise of enhanced attainment, and assistance with learning. In so doing, tuition centres lead the (re)positioning of private tuition as highly visible private businesses, located within and amongst other commercial enterprises, with an emerging focus on younger children, and are worthy of further research.

Exploring fruit and vegetable intakes in children in two areas of North Yorkshire - Cooking in Yorkshire Project

Eating a healthy diet rich in fruits and vegetables (FV) throughout life is crucial for preventing various types of malnutrition, reducing the risk of non-communicable diseases, and promoting overall well-being. Childhood presents a prime opportunity to establish lifelong dietary habits. The World Health Organization advocates promoting healthy diets by integrating culinary skills development, especially in schools. The Cooking in Yorkshire Project (1), a cluster-randomized controlled trial, assessed the impact of the PhunkyFoods programme on dietary behaviour, nutrition knowledge, and cooking skills among primary-aged children (7-9 years) in two-areas of North Yorkshire. We performed a secondary analysis of baseline-data to explore FV intakes of children by deprivation level, provision of free school meals (FSM) and mealtimes at baseline.The Child and Diet Evaluation Tool (CADET) (2) was used to assess the self-reported frequency of consumption of 13 fruits and 18 vegetables on the previous day, categorized by mealtime. Poisson regression was used to evaluate associations between FV consumption (portion/day), deprivation level (categorized based on a median level of 22,642 of the Index of Multiple Deprivation rank 2019 to determine high or low levels) and FSM percentage per mealtime and per day.Twenty-six schools (n = 333 children, 57% girls) completed the dietary assessment. 60% of children reported consuming FV 5 times a day. Significant differences were observed in the proportions of children’s FV intake by mealtimes. During breakfast, 92% of children did not consume any vegetable, and 50% did not eat fruit (p<0.001). At lunchtime, approximately 35% of children reported not consuming any fruits or vegetables. Overall, consumption of FV recorded (7 portions per day) was considerably higher than national average consumption (3 standard portions) (3). The school FSM index was negatively associated with child vegetable intake. For children in schools with high FSM percentage compared to low percentage, the frequency of vegetable intake was 31% lower at lunch (95%CI: 56, 85; p = 0.001) and 15% lower over the whole day (95%CI: 76, 94; p = 0.003), after adjusting for sex and area. No associations were observed in fruit intake by mealtimes or deprivation level.North Yorkshire schools offer free meals to financially supported children, aligning with healthy eating policies. However, negative associations observed between FSM and vegetable intake indicate there may be room for enhanced FV promotion.

Hydration, mood, and cognition in primary aged school children in the United Kingdom

Children are at increased risk of dehydration(1–3), which can adversely impact cognition and mood(4–6). Many children begin their school day dehydrated and fail to replenish fluids adequately throughout the day(7–11), however, these findings have not been confirmed using objective measures of hydration(12,13). This study aimed to confirm hydration status of primary school-aged children across the school day using objective hydration assessments and to examine if changes in hydration are associated with cognition and mood.Thirty children (mean age 9.4 ± 0.5 years old, stature 1.4 ± 0.5m, body mass 36.5 ± 4.2kg, and body mass index 18.9 ± 1.7 kg/m2) were recruited from a local primary school. Food and fluid intake were tracked via nutritional analysis of photographs. Urine osmolality (Uosm), serum osmolality (Sosm), urine specific gravity (USG) and self-reported urine colour (Ucol) were assessed at first void (Uosm only) or the start (9:00) and end (16:00) of the school day. Children’s self-reported mood were obtained via Visual Analogue Scales(100mm) (9:00, 10:30, 13:30, 16:00). Children completed cognitive assessments using the Computerised Mental Performance Assessment System (15:3016:00).Mean total water intake was 759.9 ± 240.7 mL. Children consumed more fluid at mealtimes than from water bottle (Mean Difference (MD) 154.3mL, t(29) = -5.763, p<0.001). From the start to the end of the day, significant increases in Sosm (MD 3.3mOsm/kg, t(21) = 4.011, p = 0.002), USG (MD 0.0066, t(29) = 8.514, p = 0.005) and Ucol (MD 1.2, t(26) = 15.558, p = <0.001), indicated reduced hydration. The prevalence of dehydration (Sosm >290mOsm/kg USG >1.030) increased from the start (17%) to the end of school (40%). A series of ANOVAs from the start to the end of the day showed feelings of boredom, hunger, tiredness, and thirst increased, and focus, and happiness decreased (p’s <0.05). Hydration measures were significantly associated with long term memory (LTM) (changes in Sosm, r = 0.437, p = 0.042) and working memory (WM) (changes in Sosm r = 0.462, p = 0.031, and USG, r = 0.403, p = 0.033).Children were less hydrated at the end of the school day suggesting inadequate fluid replacement during the school hours. Changes in hydration status across the school day were associated with subjective mood states. Furthermore, a decrease in hydration resulted in decreased performance in the memory tasks which could potentially hold implications on school performance. Children in this study had access to water throughout the day, however, most fluids were consumed at breakfast and lunch, suggesting interventions promoting sustained drinking throughout the day are required. For example, measures could be taken to educate parents and school staff on the importance of adequate hydration, and the need to remind children to drink throughout the day. For this to be effective, action needs to be taken across lesson time, meals, and break times.

Child-Directed Healing Play and student–teacher relationships. Evaluating a promising practice among primary-aged children in Zimbabwe

This mixed methods study evaluates the effectiveness of Child-Directed Healing Play (CDHP) in improving student–teacher relationships in 7 Private Primary Schools in Zimbabwe. Adverse Childhood Experiences (ACEs) questionnaires were administered to 31 trained teachers. Sixty-two children (22 girls and 40 boys) aged between 3 and 12, from ECD to Grade 7 were screened using the Youth Outcome Questionnaires (YOQ) completed by parents. Thirty-one children were assigned into intervention group (IG) and 31 in control group (CG). Quantitative data were gathered at two points in time: prior to the intervention (pre-test) and after the completion of the intervention (post-test) using the Student-Teacher Relationship Scale (STRS) Short Form. Qualitative data were collected using CDHP Session Evaluation Forms. Results showed that 32 % of teachers had 0 ACEs while 40 % had 1 to 2 and 28 % had 3–5 ACEs. The p-values for the “Closeness” and “Conflict” variables were 0.05355 and 0.1378 respectively, indicating the intervention may have improved the “Closeness” and reduced the “Conflict” in the relationships, although the results did not reach statistical significance. Qualitative findings reveal the effectiveness of CDHP in improving closeness through establishment of therapeutic relationships characterised by increased openness, trust, emotional regulation and mutual understanding. The improved closeness between the teacher and student is reflective of the intervention’s potential to be both curative and preventive (resilience-building).

Enhancing the emotional security of pupils in the classroom: a case study of a therapeutic residential special school

ABSTRACT Creating an emotionally secure learning environment is vital for care-experienced young children. This mixed methods case study followed 10 primary aged children to determine the possibility of improving emotional security in the classroom. Data were also collected from teaching staff. Findings suggest that the majority of participants maintained or improved classroom confidence, trust in staff, self-esteem, behavioural regulation and engagement with learning after adaptations had been made to the school curriculum and curriculum delivery. Key recommendations are that child progress is not linear, staff support and supervision is vital and curriculum underpins engagement.

Unlocking the forest: An ethnographic evaluation of Forest Schools on developmental outcomes for 3-year-olds unaccustomed to woodland spaces.

Early years experiences shape a child's physical, cognitive and emotional development. Spending time in greenspaces offers benefits for children's development, but access and use can be limited in urban settings. There is increasing interest in the health and developmental benefits of Forest Schools for primary-aged children, but little is known about the benefits for pre-school children. This study aims to identify these and explore the processes and activities associated with a Forest School intervention for early years children that may influence outcomes. This paper reports on an ethnographic approach involving 65 hours of observations with two cohorts of 10 3-year-olds attending 11 weekly Forest School sessions in an urban setting. The children attending had little or no previous experience of natural spaces. 14 in-depth interviews were conducted with parents, and nursery and Forest School staff. The data were analysed using thematic analysis, and outcomes were identified using the Early Years Foundation Stage Statutory Framework. Despite logistical challenges, the intervention benefitted age-specific health and development outcomes, particularly personal, socio- and emotional development, verbal communication, and mathematics. Unexpected benefits were observed among nursery staff and parents attending Forest School. Forest Schools are a promising and feasible method to improve nature connectedness and development in children aged 3 years and support school readiness. The maintenance and protection of urban woodland spaces are paramount to facilitate this.

Lessons learned from remote, early-literacy instruction

The COVID-19 pandemic rapidly shifted primary-grade literacy instruction which had rarely been implemented online before the pandemic. Remote early literacy instruction is thus an emerging field of research, and research is needed to understand the affordances and limitations of this crisis-driven instruction and how it may inform early literacy instruction moving forward, both in remote and traditional settings. This mixed methods case study examined how 106 novice primary-grade teachers in the United States implemented literacy instruction in the remote platform during the COVID-19 pandemic with a desire to understand both successful and challenging literacy practices. The main data sources entailed 106 teacher interviews conducted using a semi-structured interview protocol and teacher self-ratings of their implementation of evidence-based literacy practices. Qualitative analyses of teachers’ perspectives yielded findings that remote early literacy instruction increased the involvement of families, required teachers to navigate multiple boundaries to implement literacy instruction, remote instruction was most conducive to teacher-led literacy instruction, and resulted in teachers’ difficulty knowing and addressing children’s literacy needs. Quantitative data analysis of Likert-scale questions about teachers’ early literacy instructional practices revealed teachers reported their highest quality literacy instructional practices as read alouds, collaboration with children’s families, and building an effective learning community for remote literacy instruction. Teachers rated their remote implementation of writing instruction, literacy assessment processes, and differentiation of literacy instruction as lower quality. The findings add to the literature by providing an in-depth understanding of remote early literacy instruction, successes and challenges reported by teachers providing literacy instruction to primary-aged children, and implications for post-pandemic instruction.

Cost-utility analysis of Social Stories™ for children with autism spectrum disorder in mainstream primary schools: results from a randomised controlled trial.

One in 57 children are diagnosed with autism in the UK, and the estimated cost for supporting these children in education is substantial. Social Stories™ is a promising and widely used intervention for supporting children with autism in schools and families. It is believed that Social Stories™ can provide meaningful social information to children that can improve social understanding and may reduce anxiety. However, no economic evaluation of Social Stories has been conducted. To assess the cost-effectiveness of Social Stories through Autism Spectrum Social Stories in Schools Trial 2, a multi-site, pragmatic, cluster-randomised controlled trial. Children with autism who were aged 4-11 years were recruited and randomised (N = 249). Costs measured from the societal perspective and quality-adjusted life-years (QALYs) measured by the EQ-5D-Y-3L proxy were collected at baseline and at 6-month follow-up for primary analysis. The incremental cost-effectiveness ratio was calculated, and the uncertainty around incremental cost-effectiveness ratios was captured by non-parametric bootstrapping. Sensitivity analyses were performed to evaluate the robustness of the primary findings. Social Stories is likely to result in a small cost savings (-£191 per child, 95% CI -767.7 to 337.7) and maintain similar QALY improvements compared with usual care. The probability of Social Stories being a preferred option is 75% if society is willing to pay £20 000 per QALY gained. The sensitivity analysis results aligned with the main study outcomes. Compared with usual care, Social Stories did not lead to an increase in costs and maintained similar QALY improvements for primary-aged children with autism.

PENGUATAN INTEGRITAS PANCASILA DAN TOLERANSI BERAGAMA PADA ANAK USIA PENDIDIKAN DASAR

ABSTRACT; Integrity is a concrete step in forming a positive personality, one of which is an attitude of honesty. Integrity is needed to strengthen character development based on the values, norms and philosophical meaning of Pancasila as the state ideology. The focus of this research is on steps to emphasize the integrity of Pancasila which is emphasized on children of primary education age who are in the school environment, family environment or community environment. Instilling Pancasila integrity is very important as a way to foster religious tolerance as early as possible in children's interactions with their friends. The formulation of the problem in this research is first, what are the steps to strengthen the integrity of Pancasila in elementary school age children?; secondly, how can the integrity of Pancasila contribute to attitudes of religious tolerance in elementary school age children? The research method uses descriptive qualitative, namely in the form of comprehensive information collection. The results of the research show that the manifestation of an attitude of Pancasila integrity in religious tolerance among children of elementary school age can be done by respecting friends of different religions, working together to maintain the cleanliness of the classroom and the surrounding environment, and helping each other and prioritizing common interests.

Distress, waitlists and unmet needs: parents’ reports of child psychological difficulties in Aotearoa New Zealand

ObjectiveDemand for children’s mental health services has increased in New Zealand, yet little is known of young children’s experience of psychological difficulties and treatment. This study investigated psychological symptoms and treatment experiences among primary-aged children. MethodAn online survey of parents assessed children’s anxiety, depression, attentional, emotional, conduct and peer problems, and experiences seeking psychological treatment. ResultsBased on 382 parental reports, between 24.9 and 34.6% of children experienced abnormal-range symptoms. Older children had higher distress, depression, and anxiety. Boys had more conduct, hyperactivity, and peer problems. Ethnicity was not associated with the incidence of symptoms, but parents of Pākeha/European children reported greater impact than Māori parents. One-third of children had been referred for assessment; more often older children, and those with higher hyperactivity, impact, and anxiety. Parents reported difficulties accessing assessment, common barriers included waitlists (53%), cost (43%), and not knowing who to contact (36%). Following intervention, only 51% of parents reported improvements. ConclusionNZ primary-aged children are experiencing more symptoms of psychological distress than previously reported and extensive difficulties accessing treatment. Implications for Public HealthThere is a need for further screening and increased access to treatment to prevent worsening mental health outcomes in children.

Children’s and parents’ perspectives of their multiple and multi-dimensional international transitions: Longitudinal study across four time points

Existing literature presents a fragmented and negative account of international family transitions. This longitudinal study focuses on the contemporaneous experiences of internationally mobile families during their transitions to a new country and international school, drawing on Multiple and Multi-dimensional Transitions (MMT) Theory. The study adopted a small-scale, multiple case study design and focused on the experiences of primary aged children and their parents over the period of one year from July 2019 to July 2020. The findings, presented here as a cross-section, revealed that participants navigated multiple, complex transitions across several domains and contexts on a daily basis and that their transition experiences were largely positive. This study challenges previous chronological models of international transitions and demonstrates that through the application of MMT theory, international family transitions are best understood as ongoing, complex, and multi-dimensional processes.

Do children have a right to do nothing? Exploring the place of passive leisure in Australian school age care

In 2021, the Australian Government commissioned a review and update of My Time Our Place, its curriculum framework for School-Age Care services for primary-age children. One update trialled was the introduction of passive leisure. Whilst children’s passive use of leisure time is recognised as a right, it is often problematised and associated with negative health outcomes. This article explores a trial of passive leisure provision. It provides hopeful evidence that passive leisure spaces can be interactive, conversational and restful.

How useful is religious language for expressing children’s spiritual concepts?

ABSTRACT Previous studies noted that primary-aged children (5–11) were reluctant to use religious vocabulary for expressing spiritual concepts. This study explores if that was due to the difficulty of using religious words, or if religious language itself is less useful than other styles for expressing spiritual concepts. Children were presented with a story character who responds to life situations by praying in various styles. The children could choose which prayer they preferred, selecting from formal, poetic, natural or simple prayers. The first style employed religious language, the second had the cadences and literary metre of storybooks, the third mimics the speech of parents and the fourth seeks to emulate children’s own voices. Statistical analysis revealed that: children liked ‘special’ (but not necessarily religious) and ordinary language equally; their preferences were not dependent on comprehension; adult leaders mis-understood children’s preferences; formal language was strongly preferred for a particular situation; the children expressed complex attitudes towards God more than the adults. The paper concludes by suggesting practical applications of the findings and possible modifications of our theology of childhood.

Free School Meals Extension to all 4-11 year olds in primary education in Wales

Abstract There were 272,339 primary age students in Wales in April 2021, of whom 63,614 (23%) were entitled to free school meals. Free school meals (FSMs) are currently means tested in Wales. Estimates suggest around 40,000 children in primary education may be currently living in poverty but are not eligible for a free school meal .Free school meals have been available to all children in Reception, Year 1 and Year 2 in England since 2014. Wales does not currently have universal provision to children in any school year. However, Welsh Government committed to this for 2023/4. Steered by a Task and Finish Group, a comprehensive mixed-method HIA was conducted over a six month period in 2022-23. A comprehensive database search of peer-reviewed and grey literature published in the ten years to 2021 identified evidence relating to the impacts on health, educational attainment and household socioeconomic outcomes of making school meals free to all primary age children compared with no or means-tested provision. Routine data sources and school census data were analysed to contextualise evidence in relation to Wales. This evidence was supplemented with interviews and data provided by cross sector stakeholders. The HIA identified significant potential impacts across the determinants of health, including impacts across population groups such as children in working families on low incomes, mental well-being and food behaviours. School food policy and provision, length of lunchtimes and implementation were identified as key pathways for health impacts. For example, a strong theme was that current provision is often experienced as stressful, with requirements for rapid turnaround limiting opportunities to socialise and enjoy meals and wider opportunities to play during lunch hours constricted. The report was used to inform the Health and Education ministers who approved the extension and the implementation of the offer. The unique HIA has transferrable learning for others. Key messages • This work has demonstrated the value of evidence based HIA on government policy and has enhanced implementation plans. • Free school meals for children can promote better health and educational and mental wellbeing outcomes.

Spatial–temporal enactments of home-schooling among low-income families of primary-aged children

ABSTRACT This paper focuses on spatial–temporal enactments of home-schooling among low-income families of primary-aged children in England. COVID-19 re-set boundaries and spaces of formal education for children across the globe, bringing it directly into homes and shifting the involvement of parents/carers in their children’s education. In England, “home-school” engagement was brought into sharp focus as “home” became a more visible quasi-public space through which multiple government COVID-19 policies were enacted. Despite emerging literature on home-schooling during the pandemic, voices of parents and children from low-income families have been little heard. Here we take a critical family approach and draw on interviews with low-income families to understand how education was negotiated, enacted and reconfigured within the home during the pandemic. Drawing on literatures relating to policy enactment, carescapes and home-school engagement, we offer unique insight into spatial and temporal constraints of the everyday and the necessary reconstitution of wholescale policy enactment among low-income families.

‘Just let them have a say!’ Students’ perspective of student voice pedagogies in primary physical education

ABSTRACT While student voice pedagogies have been cited as a powerful educational tool in engaging children in the learning process, the perspectives of primary-aged children on using these pedagogies as part of everyday practice need to be considered. Within this research, student voice pedagogies were implemented as part of one teacher’s regular primary physical education (PE) practice and children’s perspectives of these pedagogies were explored. Qualitative data were collected from two consecutive cohorts of children (n = 39) over a 6-month and 9-month period respectively. Data sources included the children’s written entries in their PE scrapbooks, along with transcripts from focus group interviews (n = 4, with 16 total participants) and a teacher-led classroom discussion (n = 1). Findings show that providing children with space to share their input, along with the appropriate information to inform their voices is important to the children. Offering choices and opportunities for the children to direct their learning experiences greatly mattered to how they experienced PE. These findings illustrate the value of student voice pedagogies as everyday practice to the quality of children’s experiences in physical education. The merits of listening to student perspectives on student voice to ensure these pedagogies add value is highlighted.

Raising ‘True Believers’: Anti-Abortion ‘Education’ for Primary Children in the UK

In the UK, the vast majority of people accept abortion, whether or not they are religious. Holding an absolutist anti-abortion view is out of line with the general population. The overwhelming majority of anti-abortion activists are motivated by conservative Christian religious beliefs, not necessarily shared by others in their faith communities. Their minority position, and ageing population, poses issues for the continuance of the anti-abortion movement, creating a need for specific anti-abortion religious socialisation that is unavailable elsewhere. Drawing on data from a longitudinal ethnographic study of anti-abortion activism, this article highlights the ways in which anti-abortion activists seek to develop anti-abortion values among primary-aged children. It illustrates their conflict between the need to develop a strong anti-abortion identity and involving children in potentially controversial discussions on abortion. We use the framework of lived religion to argue that, while much attention has been given to the concerns about children in minority religions, this has resulted in a lack of attention to the diversity of practices within mainstream religious communities, and how controversial forms of socialisation are managed.

Индивидуальный подход при обучении в группе навыкам социального поведения дошкольников с РАС в структуре тяжелых множественных нарушений развития

<p style="text-align: justify;"><strong>Objectives. </strong>The significant heterogeneity of mental disorders in children with severe multiple developmental dis­orders (SMDD) makes the development of the unified methods of psycho-educational support comprehensive issue. The goal of the article is to report the results of group social adaptation training in children of primary preschool age with autism spectrum disorders (ASD) and SMDD. Training was aimed at the development of social behavior skills with individualization of approach and differentiation of tasks for each child.</p> <p style="text-align: justify;"><strong>Methods. </strong>Article presents the procedure of the development of the social behavior in children from 3 to 8 years old in groups of short-term stay at the Center for Curative Pedagogics of the Pskov Region. Group work is based on the principles of a child-centered approach and the use of Special Individual Development Programs (SIDP). Methods of observation, differentiation of tasks were used to identify the individual characteristics of the child. The subject-activity approach as a special method of the development of social behavior skills was also used.</p> <p style="text-align: justify;"><strong>Results. </strong>The individualization of the general tasks of the SIDP which showed by the cases allows to set up specific goals for each of the participants. As a result of the individualization of tasks, a pronounced positive rehabilitation and developmental effect was observed. The reported result became possible by the step-by-step development of social behavior skills in all types of interaction between the teacher and the child.</p> <p style="text-align: justify;"><strong>Conclusions. </strong>This work demonstrates the comprehensive character of providing an individual educational track for each child. Such characteristics as the interests of participants, their opportunities and abilities and developmental aspects, manifested in a group session are declared as the important for the SIPD individualization. The importance of setting of a small, achievable goals to increase individual dynamics in the development of social skills is emphasized</p>