YOUNG CHILD SOCIALIZATION WITHIN INCLUSIVE GROUP
The article reviews the empirical studies of the process of socialization of young children (from birth to three years) under the conditions of inclusive group. Presents the results of the correction of psycho-pedagogical work with normally developing children and children with disabilities in co-education and development. Shows features of programs of psychological support in combination parent-child groups of early development, based on the purposeful formation of a situational-business communication of normative children and children with disabilities with adults, as well as on the gradual inclusion of the child in joint activities with their peers. It was found that the social development of young children with disabilities most successfully runs in group inclusion. The results of the empirical research suggests that the social development of children with disabilities is clearly inferior to normally developing children. Interviews with parents, undertaken at the final stage of study to assess the extent to which their expectations of work groups inclusive and to what extent they are satisfied with its results, show that the condition of these groups have contributed to positive change in view of parents as to the purpose and methods of psychological support and social opportunities for the child at an early age.
Keywords: socialization, early socialization, young children, disabled children, inclusive group, parent-child group of early development
References:
1. Lisina M. I., Ruzskaya A. G. Obshhenie, lichnost’ i psikhika rebenka [Communication, personality and psyche of the child]. Moscow, Institut prakticheskoy psikhologii Publ., 1997. 383 p. (in Russian).
2. Obukhova L. F. Detskaya psikhologiya: teorii, fakty, problemy [Child psychology: theory, facts, problems]. Moscow, Trivola Publ., 1998. 351 p. (in Russian).
3. Volosova E. B. Razvitie rebenka rannego vozrasta: osnovnye pokazateli [Development of young children: key indicators]. Moscow, LINKAPRESS Publ., 2009. 67 p. (in Russian).
4. Pavlova L. N. O vzaimodeystvii semeynogo i obshchestvennogo vospitaniya detey rannego vozrasta [On the interaction of family and social education of young children]. Doshkol’noe vospitanie – Preschool education, 2010, no. 8. pp. 8–13 (in Russian).
5. Eremina Yu. A., Korytova G. S. Inklyuzivnye gruppy kak osnova normalizatsii sotsial’noy situatsii razvitiya problemnogo rebenka rannego vozrasta [Inclusive group as the basis for normalization of the social situation of development of the disadvantaged young child]. Problemy razvitiya nauki i obrazovaniya: teoriya i praktika [Problems of development of science and education: theory and practice]. Moscow, AR-Konsalt Publ., 2013. Pp. 91–95 (in Russian).
6. Eremina Yu. A., Korytova G. S. Sotsializatsiya detey rannego vozrasta s ogranichennymi vozmozhnostyami zdorov’ya v usloviyah inklyuzivnoy gruppy [Socialization of young children with disabilities in terms of inclusive group]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2014, vol. 1 (142), pp. 79–85 (in Russian).
7. Eremina Yu. A. Spetsifi ka sotsial’nogo razvitiya detey rannego vozrasta v usloviyah detsko-roditel’skikh grupp sotsializatsii [The specifi city of the social development of children of early age in terms of parent-child group socialization]. Zdorov’e uchastnikov obrazovatel’nogo protsessa [Health of the participants of the educational process]. Tomsk, 2014. Pp. 32–35 (in Russian).
8. Korytova G. S. Psikhologicheskie osobennosti vnutrisemeynykh otnosheniy i ikh vliyaniye na proyavleniya shkol’noy dezadaptatsii: dis. kand. psikhol. nauk [Psychological features of the intra family relations and their infl uence on manifestations of school disadaptation. Diss. cand. psych. sci.]. Ulan-Ude, 1998. 166 p.
9. Korytova G. S. Zashchitnoe i sovladayushchee povedeniye lichnosti: teoreticheskiye osnovaniya [Defensive and coping behavior of the personality: theoretical bases]. Ulan-Ude, Buryat State University Publ., 2006. 292 p.
10. Trushcheleva A. V. Formirovanie sotsial’no-pertseptivnogo opyta u mladshih shkol’nikov v usloviyakh inklyuzivnoy shkoly [The formation of social and perceptual experience be the pupils of primary school in the context of inclusive education]. Vestnik Tomskogo gosudarstvennogo pedagogicheskogo universiteta – TSPU Bulletin, 2013, vol. 1 (123), pp. 153–156 (in Russian).
11. Shapiro Ya. N., Chistovich I. A. Rukovodstvo po otsenke urovnya razvitiya detey ot 1 goda 2 mesyatsev do 3 let 6 mesyatsev po rusifi tsirovannoy shkale RCDI-2000 [Guide to the assessment of the level of development of children from 1 years 2 months to 3 years 6 months according to Russifi ed scale RCDI-2000]. St. Petersburg, Institut rannego vmeshatel’stva Publ., 2000. 62 p. (in Russian).
12. Malofeev N. N., Razenkova Yu. A., Uryadnitskaya N. A. O razvitii sluzhby ranney pomoshchi sem’e s problemnym rebyonkom v Rossiyskoy Federatsii [On the development of services of early intervention to a family with problem child in the Russian Federation]. Defektologiya – Defectology, 2008, no. 6, pp. 60–68 (in Russian).
13. Vygotskiy L. S. Osnovy defektologii [Fundamentals of defectology]. Moscow, Pedagogika Publ., 1983. 369 p. (in Russian).
14. Bozhovich L. I. Lichnost’ i ee formirovaniye v detskom vozraste [Identity and its formation in childhood]. St. Petersburg, Piter Publ., 2008. 398 p. (in Russian).
15. Korobeynikov I. A. Osobennosti sotsializatsii detey s legkimi formami psikhicheskogo nedorazvitiya. Diss. dokt. psikhol. nauk [Features of socialization of children with mild mental subnormality. Diss. dr. psychol. sci.]. Moscow, 1997. 323 p. (in Russian).
Issue: 6, 2015
Series of issue: Issue 6
Rubric: PSYCHOLOGY
Pages: 31 — 37
Downloads: 946