Psycho-pedagogical Support Research Articles

The Role of Synergetic Approach in the Methodology of Psycho-Pedagogical Support of Persons with Disabilities

The role of synergetic approach to psychological and pedagogical optimization of the quality of life of individuals with disabilities is studied by the athors of the article. Synergetic approach acts as the integrator of the two scientific perspectives - sociocentric and anthropocentric concepts. The system of psychological-pedagogical and socio-psychological rehabilitation of persons with disabilities in conditions of hospital treatment is perceived as a self-organizing and self-evolving social phenomenon. The capacity of diverse systems for self-development not only under the influence of external causes, but also due to the use of their internal capabilities, proves conceptual and methodological novelty of the ideas of self-organization. As a result, it increases rehabilitation potential and improves the quality of life of individuals with disabilities The use of synergetic approach justifies the need for integration of elements of various concepts into psychological and pedagogical optimization of the quality of life of disabled people, affirming polyparadigmatic character of modern scientific thought.

SOME ASPECTS OF THE PSYCHOLOGICAL AND PEDAGOGICAL SUPPORT FOR THE ADAPTATION OF FUTURE TEACHERS

The article is devoted to the study of some aspects of psychological and pedagogical support for the adaptation of future teachers. Objective: to determine the impact of the proposed strategies of psychological and pedagogical support on the ability of students to adapt. The “Adaptability” (Multilevel Personality Questionnaire) questionnaire by A. Maklakov and S. Chermianin was used in the study to diagnose students of the 1st-6th years of bachelor’s and master’s degree programs of higher education at the faculty of arts of a pedagogical higher education establishment. The results of the introduction of strategies of psycho-pedagogical support showed that students grow their ability to regulate their interaction with the environment, that there is an increase in social contacts, social activity and self-esteem. It has been proven that the introduction of the proposed strategies of pedagogical support at the faculty of the arts of a pedagogical higher education establishment has a direct impact on the ability of students to adapt.

ХАРАКТЕРИСТИКИ ПОЗНАВАТЕЛЬНОЙ СФЕРЫ ПОДРОСТКОВ С РАЗНЫМИ ПРИЗНАКАМИ ОДАРЕННОСТИ В ОБЛАСТИ ИЗОБРАЗИТЕЛЬНОГО ИСКУССТВА

Introduction. Insufficient attention is paid to the study of the peculiarities of cognitive processes, individual strategies and methods of cognitive activity. The article presents the problem of correlation between the characteristics of the motivational and operational components of the cognitive sphere highlighting the aptitude for fine arts. The purpose of the article is to reveal the qualitatively singular manifestations of giftedness in the cognitive sphere of adolescents who possess quite definite signs of penchant for arts. Theoretical analysis revealed the characteristics of the cognitive sphere which can be associated with artistic giftedness: cognitive activity, the ability to convey the idea, to build a composition, to analyze and synthesize, to possess a personal cognitive style. Materials and Methods. The features of creative activity are analyzed by the method of expert assessments. On the basis of expert estimates, groups of adolescents with different degrees of manifestation of giftedness in the sphere of visual arts were identified. Comparative analysis revealed significant differences in the characteristics of the cognitive sphere. Results. А tendency in the development of various ways of implementing creative efforts was revealed: from structuring separate details to building expressive compositional complexes. The authors managed to demonstrate a correlation between the level of giftedness and cognitive activity, the sense of symmetry, the maturity of cognitive styles, the ability to operate abstract symbols, the originality of artistic items. Qualitative changes in visual-figurative and abstract-symbolic thinking are noted.  Conclusions. Actualization and support of a gifted child,s cognitive activity in combination with the development of operational components in his cognitive sphere, in the process of psycho-pedagogical support, can help to reveal the potential of a teenager gifted in the sphere of visual arts

RELEVANT CONCEPTS OF A TEACHER’S STATE WHEN EXPERIENCING PROFESSIONAL IDENTITY CRISIS

Introduction. Recently, a professional activity and development of a teacher has been carried out in the context of permanent changes in the education system. The necessity to adapt to innovations is accompanied by an increase in tension, in resistance and in the probability of destructive tendencies in teacher’s personality and professional crisis that can face the teacher in the process of professionalisation. A constructive resolution of crisis leads the teacher to the transition to a new stage of professional development and enrichment of his or her professional and personal potential. The non-constructive resolution of the crisis leads to stagnation of the teacher and increased destruction of the personality. In light of this, it is relevant to study the peculiarities of the teacher’s professional personality crisis and to identify the mechanisms for successful recovery from the crisis.The aim of the present article was to disclose the research results on current sense states, which teachers face when experiencing professional personal crisis. Methodology and research methods. The methodological basis of the work was the systemic and phenomenological approaches. The method of cross-sections was used as an organisational method. The collection of empirical data was carried out by means of survey methods: a phenomenological questionnaire “Experiencing a professional personality crisis” and an adapted version of the test of life-sense orientations by D. A. Leontyev. The research sample was made by teachers of secondary schools. The analysis of the results was carried out through content analysis, comparative and frequency analysis.Results and scientific novelty. Theoretical and methodological analysis of the works of foreign and domestic scientists allowed authors to form a hypothesis that the situation of crisis is followed by disagreement in consciousness of the person’s professional past, present and future. The conducted research showed that only 19% of teachers in the state of crisis possessed the balanced temporary loci. Apparently, these respondents were at the stage of recovery from the crisis and the transformation of values and meanings in their consciousness that already occurred. Sense-bearing desynchronosis was observed among vast majority of teachers (81%), expressed in “leaving” into any of temporary loci (in the past, present or future), i.e. a kind of escape from a crisis situation, which, in turn, gave rise to decrease in meaning of life in general. The authors concluded that fragmentary perception of life timelines leads to strengthening of destructive trends in teacher’s professional development and their stagnation. Practical significance. The research materials can provide a framework for design and realisation of the programmes of psycho-pedagogical support for teachers, taking into account their feelings during professional identity crisis.

The Role of Self-Attitude in the Personal and Professional Development of High School Students

Introduction.The instability of the modern world with its rapidly changing social and economic realities requires the readiness of a person for self-change. For this reason, along with vocational education, higher education has to include the programmes to form future experts’ skills of professional self-development, which success depends on many circumstances, including self-attitude.The aimof the research presented in the publication was to define the role of self-attitude in personal and professional self-development of students in the course of their professional training in higher education institution.Methodology and research methods.Empirical methods were employed in the course of the research. The complex of psycho-diagnostic techniques was used: test-questionnaire of self-attitude by V. V. Stolin and S. R. Pantileev; tests: Life-Purpose Orientations Test by D. A. Leontiev, The General Self-Efficacy Scale by M. Jerusalem, R. Schwarzer and V. Romek, Assessment of Self-Control in Communication by M. Snyder; questionnaires: Personal Orientation Inventory by E. L. Shostrom, Ability to Self-Development by V. I. Zvereva, Willingness to SelfKnowledge and Self-Development by T. A. Ratanova and N. F. Shlyahta, Determination of level of reflexivity development by A. V. Karpov, Style of Self-Regulation Behaviour of Students by V. I. Morosanova. The obtained respondents’ responses (n = 110) were processed using methods of mathematical statistics, such as correlation and cluster analysis.Results and scientific novelty.Different theoretical approaches to the problem of self-attitude highlighted in the scientific literature are considered. The affective and cognitive components of self-attitude are emphasised. Significant correlation relationships between the characteristics of self-attitude and level of motivational readiness for self-knowledge and self-development of 2nd-4th-year students-psychologists of N. P. Ogarev Mordovia State University have been revealed. It appears to be rather attributed by the fact that the attitude of students towards themselves in many respects is defined by the level of formation of their reflexive and regulatory qualities, understanding of the purpose and meaning of life, confidence in the professional success, which provide an incentive for self-change and self-improvement. The conducted cluster analysis allowed the authors to group the students around different levels of professional self-attitude and self-development (very high, high average and stagnant). The results of the research show that positive self-attitude is one of the important factors in self-development. The process of awareness of self-worth encourages the person to periodically reflect on career prospects and implementation of plans, providing the grounds for creative self-realisation.Practical significance.The results obtained can be used by teachers and psychologists of higher educational institutions to organise psycho-pedagogical support for personal and professional self-development of students.

Psycho-pedagogical support of preparation of future educator to personally-oriented education of children

Psycho-pedagogical support of preparation of future educator to personally-oriented education of children

Peculiarities of psycho-pedagogic support of "risk group" children's parents at a pre-school educational organisation

The purpose of the study is to identify the features of psychological and pedagogic support of parents of children "at risk" at a preschool educational organisation. Collection of empirical data was carried out by methods of questioning and testing of parents (children's apperception test of Leopold Bellak; technique "Analysis of family relationships" of Edmond Eydemiller & Viktoras Justickis; technique of N. A. Martynov). The authors developed and implemented a programme of psychological and pedagogic support for parents of children "at risk " named "Happy family". The effectiveness of its application was assessed using a set of criteria and indicators. On the basis of the conducted research features of psychological and pedagogic support of parents of children of "risk group" in the conditions of preschool educational organisations at which accounting it is possible to increase efficiency of this direction of activity of preschool educational organisations are revealed.

Educational Path and Neuropsychological Support for Children after Cochlear Implantation

Introduction. This article presents an overview of rehabilitation problems of children after cochlear implantation. Various approaches to teaching deaf children with cochlear implants existing in different countries are considered. The necessity of prolonged psycho-pedagogical support and neuropsychological assistance in choosing an educational path is ar gued. Materials and Methods. The study used quantitative and qualitative data analysis. As the main parameters of the quantitative analysis, the percentages of the number of children with cochlear implants reaching the level of development of educational and social skills were chosen. Qualitative data analysis included selection of the most commonly found in children with cochlear implants disorders of higher mental functions described in these studies. Results. The quantitative analysis of the distribution of the results of educational and social achievements of pupils with cochlear implants revealed a significant variation of the data presented in the studies. The greatest discrepancies were revealed in such indicators as progress in mathematics and reading, as well as in the frequency of the sign language, which characterizes the presence of a negative attitude towards the use of sign language instead of speech. Qualitative data analysis showing the specifics of the development of individual mental functions revealed a number of problems that may become targets for correctional training. Discussion and Conclusion. In the course of advising parents on the choice of an educational pathway for a child, it is advisable to pay their attention not only to the format of the educational process and the type of institution, but also to the content characteristics of learning, including the active and regular use of visual assistive devices. The neuropsychological diagnostics is feasible of for assessment of readiness for school education and choosing an educational path for a child with a c ochlear implants. Keywords: cochlear implantation, educational path, learning skills, communication skills, neuropsychological diagnostics

Проектная форма обучения: основные понятия ипсихолого-педагогическое обеспечение

Проектная форма обучения: основные понятия ипсихолого-педагогическое обеспечение

HIGH SCHOOL STUDENTS’ PROFESSIONAL SELFDETERMINATION AS A SOCIAL PROBLEM

Introduction. Nowadays, professional self-determination is recognized to be a significant component of education. In a rapidly changing post-industrial society, professional self-determination turns into the continuous process of forming the professional trajectory by the individual based on the available personal opportunities and requirements. To enhance the effectiveness of this process, a person who is going to enter adulthood needs assistance not only in the choice of profession, but also in search of resources for development and implementation of own educational and professional scenario which is adequate to modern realities and challenges, as well as training in independent use of these resources. In this regard, one of the main priorities of schools is to provide support to students in their professional self-determination and the help in stage-by-stage making decisions on continuation of education and further professionalization.The aimof the present research is an assessment of the state of psycho-pedagogical support for the professional self-determination of students in a modern Russian public school.Methodology and research methods. The methodological framework was the set of competency-based, practice-focused and subject approaches with the position that professional self-determination is a cross-disciplinary continuous social phenomenon. A theoretical part of the research was “The concept of maintenance of professional self-determination of students in the conditions of continuing education”. Face-to-face and online questionnaires of teachers and parents were the leading methods of a practical part of the research. The Vortex program was used to process the data obtained using methods of mathematical statistics.Results and scientific novelty. The system of school education does not cope with the vocational-oriented education duty. Based on the review of scientific and sociological sources, the authors identified the problems which do not allow optimizing vocational-oriented work at school level. The authors examined the opinions of teachers and parents of Yekaterinburg school students. The questions dealt with the process of organizing the assistance for professional self-determination of children and teenagers, and the degree of respondents’ participation in this process. The authors concluded that most of teachers and parents suggest that vocational-oriented events should be held regularly since the 7–8th grades. The overwhelming number of respondents believe that acquisition of knowledge about the world of the professions and skills is additional, but it can be involved into the study load for the fullest self-realization of a child in the future. From the point of view of parents, the most popular professions among school students were revealed and ranged. The respondents’ estimates of a contribution to professional selfdetermination of pupils of additional professional education, socially useful labour and volunteering were analyzed. Factors and prerequisites of effective vocationaloriented work were highlighted. In particular, vocational-oriented work can be successful only in case parents of students are engaged members of the process. Practical significance.The materials, conclusions and recommendations of the research can be used to enhance vocational-oriented work among teenagers and students.

PSYCHOLOGICAL READINESS OF SECONDARY VOCATIONAL EDUCATION TEACHERS FOR MASTERING NEW ACTIVITIES IN THE CONTEXT OF PROFESSIONAL REORIENTATION

Introduction. In the context of fundamental changes which have occurred in the last decades in the world of professions and transition from monoprofessionalism to poly-professionalism, a modern man needs to have an ability to freely navigate the modern labour market, to quickly diversify contents and quality of the professional activity, and, if thought appropriate, to change an occupation without difficulty. Nowadays, the requirements for the teachers of vocational training are designed in a completely different way to provide high-quality lifelong learning.The aimof the research is to reveal the psychological readiness of teachers of vocational school for the development of new types of learning activities in the conditions of a professional reorientation.Methodology and research methods. The methodological framework of the present research is based on conceptual provisions of the personal-focused, subject, competency-based and system approaches to vocational education, as well as theories of the psychology of abilities and organization of continuing the professional education of adults. General scientific methods such as analysis, synthesis, specification and generalization were applied. Techniques of psychological and pedagogical observation and questionnaire were used at the diagnostic phase of the study as the leading ones.Results and scientific novelty. The concepts of “professionalization”, “professional self-determination”, “transprofessional competencies” and “psycho-pedagogical assistance” are clarified. It is stated that under the increasingly complex socio-cultural and professional environment there is the need for pedagogical personnel capable to carry out continuing training and retraining of mid-level professionals for the real sector of the economy and the social sphere in compliance with the international standards and advanced technologies. Based on the content of scientific sources, a list of systematically important transprofessional competencies to provide psychological readiness of teachers of vocational school for new kinds of activities is drawn up. Results of a diagnostic questioning are described; the respondents were teachers and employees of methodical offices of vocational-oriented education of various colleges of Yekaterinburg and Novouralsk who do not have a basic pedagogical education. Using the processing of the obtained data, it is established that teachers, on the one hand, understand the essence and objectives of their work; on the other, they can not independently respond to their personal needs to reevaluate own professional position due to the use of outdated methods and stereotypic ways of training. Conclusions are drawn that most of the interviewed teachers have no ability to conduct overtime professional activity that enables to carry a standard teaching load; a considerable part of teachers need acquisition of additional pedagogical and transprofessional competencies.The authors outlined the proposal to develop a combinatory technology of psycho-pedagogical support for teachers of vocational schools to improve the current situation. The functionality of this technology, its tasks, structural components, possible methods and estimated effects of its implementation in practice of the SPE (Secondary Professional Education) system are noted.Practical significance. The materials of the present paper can be useful for managerial staff, psychologists and training specialists of the SPE system who are engaged in the issues of teacher professional development.

Tendencje w edukacji dzieci niepełnosprawnych – szanse i zagrożenia

<p>Tendencje w rozwoju teorii pedagogiki specjalnej oraz w zakresie zmian organizacyjnych i przeobrażeniach programowych w edukacji dzieci z niepełnosprawnością mają zdecydowanie charakter prointegracyjny i pronormalizacyjny. W polskich realiach decydujące znaczenie dla wdrażania i dynamiki zmian miał niewątpliwie fakt przystąpienia do Unii Europejskiej w 2004 roku. Członkostwo narzuciło określone zobowiązania do przestrzegania standardów unijnych również w zakresie organizacji edukacji dzieci i młodzieży, w tym dzieci ze specjalnymi potrzebami. Celem opracowania jest pokazanie przeobrażeń zachodzących w kształceniu dzieci z niepełnosprawnością w Polsce w ostatniej dekadzie (po przystąpieniu do Unii Europejskiej). Ważne jest prześledzenie konkretnych danych liczbowych prezentujących twarde informacje o: instytucjach, formach edukacji, uczniach o specjalnych potrzebach oraz o rodzajach wsparcia psychologiczno-pedagogicznego i finansowego. Przedstawione dane zostały pozyskane z różnych dostępnych źródeł zawierających informacje statystyczne z zakresu oświaty i wychowania.</p>

RELATIONSHIP OF SELF-REGULATION AND PERSONAL PROFESSIONAL PERSPECTIVE OF STUDENTS

Introduction . Today, the problem of personal planning and realization of the individual professional future has become very urgent in the conditions of uncertainty of the social and economic environment development, fast updating of technologies and transformation of the world of professions. Therefore, skills of self-regulation and attraction of all psychological abilities of the individual are required to build up personal professional perspective. The aim of the publication is to present the results of the pilot study of the relationship of self-regulation parameters and components of personal professional perspective at the stage of vocational training. Methodology and research methods . The methodological basis of the research is subject-activity approach to the study of the phenomena “professional self-determination”. To obtain empirical data, V. I. Morosanova’s questionnaire “The Style of Self-Regulation of Behaviour” and the scheme of creation of the personal professional plan developed by E. A. Klimov and added with the valuable and moral components of self-determination offered by N. S. Pryazhnikov were applied. Mathematical-statistical processing of the results was carried out by means of the Kolmogorov-Smirnov test. The nonparametric Mann-Whitney U test was used for the comparative analysis; the Spearman’s rank correlation test was used for the correlation analysis. Results and scientific novelty . In the present article, the idea of self-determination of the subject in the professional sphere is discussed at the methodological level. Creation of personal professional perspective is shown as practical actions for predicting of the professional future under the developed behavioural self-regulation structures of the personality. The relationship of self-regulation and professional perspective (as the measured parameters of professional self-determination) was revealed at the empirical level on the sample of students of the Sverdlovsk Regional Teachers Training College. The distinctions of separate components degree of self-regulation and personal professional plan are found out among students of different years of studies. The essential relationships between the established indicators are designated. Practical significance . The research results can become a part of scientifically based concepts of regularities in the relationship of self-regulation process as the personal structure development in early ontogenesis, and formation of the professional future image at the stage of vocational training. The materials of the publication can be useful for teachers and lecturers of professional education and experts who are engaged in professional orientation work and psycho-pedagogical support for students of higher education institutions and colleges.

INEDITHOS: un proyecto de pedagogía hospitalaria dedicado a la mejora de la calidad de vida de niños y jóvenes con enfermedades raras a partir de la intervención e investigación con voluntariado universitario

This paper presents an experience in Hospital Pedagogy organized by the University of the Balearic Islands. This project is called INEDITHOS and its main objective is to work into improve the quality of life of children and youth with Rare Diseases. The project works in three lines of intervention: psycho-pedagogical support to patients and their families, research to respond to the needs that are detected in this area and the training of university students who collaborates in the project, using the Service Learning methodology. The long trajectory of the project that began in 2003 has made it possible to consolidate the three interventions resulting in a non-profit association with the same name. This result is complemented by the growing involvement of other Associations such as ABAIMAR and FEDER with which close collaboration is maintained. It is also worth noting the increase in the number of volunteers, which allows to offer attention to a higher number of affected while improving the quality of the interventions made thanks to the collaboration and involvement of students and teachers who, through the methodology of Learning and Service, carry out activities and elaborate end-of-degree and master’s work based on the needs identified in the volunteer interventions. INEDITHOS has introduced Rare Diseases in the university context sensitizing a large part of the Educational Community.

COGNITIVE PERFORMANCE OF STUNTED PRE-SCHOOL CHILDREN UNDERGOING NUTRITIONAL RECOVERY TREATMENT.

ABSTRACTObjective: To determine if the treatment of stunted children offered at a specialized center influences their cognitive performance.Methods: Two groups of children from vulnerable families were selected, one consisting of stunted children being treated at the Nutrition Education and Recovery Center (CREN), and the other group of eutrophic children from a local, public day care center. At CREN, children are treated in a day-hospital system (9 hours/day, 5 days/week), receiving medical, nutritional and psycho-pedagogical support. All children were submitted to the Denver-II Development Screening Test and had their development and the height-for-age index assessed at 3 moments: at the beginning of the follow-up, and after 6 and 12 months. The socioeconomic status, according to the Brazilian Economic Classification Criteria, was assessed at the beginning of the follow-up. Data were treated by prevalence ratios for cross-sectional baseline analysis, using the Poisson regression, and by pooled prevalence ratios for longitudinal analysis, using a generalized equation estimation model, both adjusted by age, sex and economic status.Results: Seventy-four children were included, 37 for each group. There were no differences in age, sex and socioeconomic status between groups. In the longitudinal analysis, the CREN group showed better performance in the personal-social domain (pooled prevalence ratio: 0.89; 95% confidence interval - 95%IC 0.82-0.95), with no differences in the other domains.Conclusions: The treatment offered at CREN satisfactorily improved the social skills of the treated children, without changing other domains.

Investigación intervención y enfoque multimétodo en Ciencias Humanas y educación matemática

The article aims to associate research mentoring intervention implemented in human sciences in mathematics education, as well as discusses the multimethod as a research focus in mathematics education. The research follows a multi-method approach information is analyzed through triangulation of methods of factor analysis and action-intervention research. Results: social cognition, empathic interaction, addictions, support parents are factors associated with mathematical thinking, intervention through psychopedagogical support improved development of thought. Conclusion: Intervention research as a method within the multimethod approach presents an alternative approach to the understanding of the educational situation and of the different factors associated with it to formulate proposals that allow the student to reach a competent level in the learning, understanding and application of mathematics that respond positively to your acting in your natural world.

Psychopedagogical support of the efficient leader of the XXI century: synergetic approach

The essence of the psychopedagogical support of an effective leader of XXI century on the background of the synergetic approach was studied in the paper. It was grounded, that the general scientific synergetic approach includes the whole totality of the universal processes of self-organization as the stages of the open system dynamics – appearance, changes, self-complication in the aspect of social regulation. It was proved, that the combination of formal and informal leadership, when an official supervisor is accepted by members of a group also as a leader, is an ideal variant of the management and functioning of an organization. It was concretized, that the psychopedagogical support of a leader is a special type of the help to a leader, used with the support on specific individual and group psychopedagogical methods and intended to help to solve problems of professional-personal harmonization or to prevent them, including the diagnostics, psychopedagogical consulting and development of personal-professional managerial competences using elements of modern psychotechniques: health preserving, couching, facilitation and so on. The main directions of the psychopedagogical support realization were determined: psychological diagnostics, psychological education, psychological consulting, developing learning course, psychological-pedagogical correction. The practical aspect of the work is explained on the example of introduction of the psychopedagogical practicum for local self-government leaders on the base of the synergetic approach that provides test and practical tasks realization for the diagnostics and personal-professional self-improvement, and also the use of earlier mastered knowledge, abilities and skills in the multi-channel interaction at training group activities. The psychopedagogical technology of practical group activities provides the activity in small groups, guaranteeing the synergetic effect. Each of these groups realizes the certain type of a practical work (differentiated study). There were noted the prospects of introducing the system of psychopedagogical support of effective leaders, based on the synergetic approach, conditioned by the fact that such system corresponds to the nature of “living organization” and reflects the constructive development in the logic of dynamic and little-predictable chaotic processes in the modern society

Preparing would-be specialists to work with families of children with special educational needs

Collaboration with families raising a child with special educational needs, is part of the professional activities of special needs teacher and one of the conditions of its efficiency as a whole. The partnership of teachers and families provides effective psycho-pedagogical support of development of the pupils. Accordingly, experts of special and inclusive institutions shall be professionally competent in matters of such interaction. The study revealed certain gaps in the training of students to work with parents, the insufficiency of their practical readiness to work in partnership. Formation of readiness of future special needs teachers to work with families should be implemented in stages throughout the training period. Preparation tasks should gradually become more complex: from development of initial ideas about family education to master the creative experience in working with families. The implement of the underlying interdisciplinary linkages between disciplines of different cycles, practice of students, their independent and research work should be carried out. The technique of formation of readiness of future specialists to work with families of children with special educational needs requires significant changes as well. Development of modern content, methods of complete continuous training of future special needs teachers to work with families of students is the prospect of further scientific studies.

PSYCHO-PEDAGOGICAL CONDITIONS TO INCREASE COGNITIVE ACTIVITY OF JUNIOR SCHOOLCHILDREN

The article is devoted to the role of increase of junior schoolchildren’s cognitive activity as an important condition for the development of cognitive abilities of learners. Psycho-pedagogical support should be focused on the development of cognitive functions of junior schoolchildren, and psychologists and parents should be involved in this process, as well as the teachers. Traditionally, psycho-pedagogical support at primary school focuses on the child's adaptation to the new educational environment. We consider that a child needs the same support in the process of mastering the curriculum. There is no true support without an emotional involvement and empathy, and as a result cognitive activity of a child might suffer greatly. It was proven by empirical results obtained in an ordinary school, where no innovative teaching methods are used. At the end of primary school pupils have a significantly reduced motivation, teachers express no serious interest in problems of junior high school students. Not entirely satisfactory educational environment also could not provide a positive influence on the development of cognitive sphere.

The role of the dentist in the diagnosis of ectodermal dysplasia

ABSTRACT Ectodermal dysplasia refers to a hereditary disease that affects the structures derived from the ectoderm. A key feature of this syndrome is multiple missing teeth and teeth with conical shape, affecting the primary and permanent dentition. The pathognomonic facial features make patients very similar to each other. This study aims to report a case in which a 10 years old patient was diagnosed with ectodermal dysplasia during a dental visit; we also discussed the participation of dentists in the diagnostic process of the disease. Caregivers sought dental care, anxious due to several not erupted teeth, and agenesis was confirmed after the panoramic radiograph. Clinically, dry skin, hair and sparse hair, deformed and brittle nails and nose in a “saddle” also called to attention, pointing to a case of ectodermal dysplasia suspect. Thus, the patient and her household were directed to seek medical advice, confirming the diagnosis of the syndrome that supposedly also reached other family members. Since then, the rehabilitation of the patient involved a multidisciplinary treatment planning for prosthetic rehabilitation to treat the agenesis, psycho-pedagogical care support and medical intervention for treatment of hyperopia framework present. The intra-oral characteristics are the primary factors justifying the knowledge of ectodermal dysplasia by dentists, especially the pediatric dentist, who is often the first to diagnose the disease due to the complaint of agenesis reported by parents or patients.