THE COMPREHENSIVE USE OF SOCIALIZATION RESOURCES WHEN INDIVIDUALIZING THE DEVELOPMENT OF MENTALLY RETARDED CHILDREN OF SENIOR PRESCHOOL AGE

Authors

  • Larisa Askhatovna Remezova Samara State University of Social Science and Education
  • Irina Yurievna Sirik Child Development Center – kindergarten № 121

Abstract

The paper covers the consideration of the main task of preschool education of children with disabilities – their social development. The authors consider the concepts of “socialization”, “individualization” in the context of psychological and educational support of positive socialization and individualization of a personality development of mentally retarded children of senior preschool age. The review of the domestic literature on the study of this problem is carried out. The paper notes that until now there is no clarity about the appropriate methodological grounds for analyzing the processes of socialization and individualization of education of preschool children of this category. Therefore, it is quite in order to draw attention to the existing contradiction between special educational needs of a mentally retarded preschool child for full life activity, on the one hand, and the lack of stable system for provision of socialization and individualization of a child’s personality development within the educational space and the insufficient theoretical development of such provision, on the other hand. Comparing the opinions of various authors, the authors proposed their own decision on the integrated use of socialization resources when individualizing the development of mentally retarded children. As the socialization resources, the authors specified psychological and educational competence of teachers and parents of mentally retarded children, determined significant indicators of socialization of mentally retarded preschool children, individual character of socialization process, teachers’ professional competencies in the issues of socialization of mentally retarded children, and pedagogical literacy of parents and other adults involved in the education of mentally retarded children. It is determined, that the correction pedagogic impact based on the developed and implemented program “The comprehensive use of socialization resources when individualizing the development of mentally retarded children” leads to the statistically significant (at the level of 95 % according to the Mann-Whitney U criterion) differences between the results obtained within the experimental and control groups.

Author Biographies

Larisa Askhatovna Remezova, Samara State University of Social Science and Education

PhD (Pedagogy), professor of Chair of Special Education and Special Psychology of Faculty of Psychology and Special Education

Irina Yurievna Sirik, Child Development Center – kindergarten № 121

special education teacher

References

1. RF. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) of October 17, 2013, No. 1155 Moscow “On the approval of the federal state educational standard of pre-school education”. (In Russ.)
2. Konstantinova F.V., ed. Filosofskaya entsiklopediya [Philosophical Encyclopedia]. Moscow, Sovetskaya entsiklopediya Publ., 1970. 740 p.
3. Ilichev L.F., Fedoseev P.N., Kovaleva S.M., Panova V.G., eds. Filosofskiy entsiklopedicheskiy slovar [Philosophical Encyclopaedic Dictionary]. Moscow, Sovetskaya entsiklopediya Publ., 1983. 840 p.
4. Izotova E.I. The role of the individual style of the psychologist and teacher in shaping the harmonious interaction of the processes of socialization and individualization in children of primary school age. Kontseptsii sotsializatsii i individualizatsii v sovremennoy psikhologii. Moscow, IG-SOTsIN Publ., 2010, pp. 206–219.
5. Martsinkovskaya T.D., ed. Psikhologo-pedagogicheskie usloviya lichnostnogo rosta i sotsializatsii detey [Psychological and pedagogical conditions of personal growth and socialization of children]. Moscow, Akademiya Publ., 2002. 310 p.
6. Prikhodko O.G., Kondratov A.A. Social development of children with disabilities. Spetsialnoe obrazovanie, 2014, no. 3, pp. 87–88.
7. Shipitsyna L.M. “Neobuchaemyy” rebenok v seme i obshchestve. Sotsializatsiya detey s narusheniem intellekta [The “uneducated” child in the family and society. Socialization of children with intellectual disabilities]. Sankt Petersburg, Rech Publ., 2005. 477 p.
8. Kostyak T.V. The problem of individual characteristics and their influence on the development of the personality of the child. Psikholog v detskom sadu, 1999, no. 3-4, pp. 117–131.
9. Makhova A.K. Modern approaches to the diagnosis of the structure of ideas about the social relations of children with a delay in mental development. Aktualnye problemy sovremennoy nauki, 2011, no. 2, pp. 85–89.
10. Feldshteyn D.I. Socialization and individualization - the content of the process of social maturation. Vozrastnaya psikhologiya: detstvo, otrochestvo, yunost. Moscow, ACADEMIA Publ., 2000, pp. 188–195.
11. Freydman O.G. Tvoya svoboda! Kak izbavitsya ot zavisimosti i nayti dorogu k samomu sebe [Your freedom! How to get rid of addiction and find the way to yourself]. Sankt Petersburg, VES Publ., 2004. 256 p.
12. Skvortsova V.O. Sotsialnoe vospitanie detey s otkloneniyami v razvitii [Social education of children with developmental disabilities]. Moscow, Vlados-Press Publ., 2006. 160 p.
13. Repina T.A. Sotsialno-psikhologicheskaya kharakteristika gruppy detskogo sada [Socio-psychological characteristics of the kindergarten group]. Moscow, Pedagogika Publ., 2008. 531 p.
14. Fokina E. Identification of the child’s I-image. Detskoe tvorchestvo, 1999, no. 3, pp. 8–9.
15. Nodelman V.I., Shevchenko A.V. Psychological and pedagogical conditions of consciousness elements formation of preschool children with mental development delay. Defektologiya, 2007, no. 3, pp. 31–39.
16. Belopolskaya N.L. Psikhologicheskaya diagnostika lichnosti detey s zaderzhkoy psikhicheskogo razvitiya [Psychological diagnosis of the personality of children with a delay in mental development]. Moscow, Kogito-Tsentr Publ., 2009. 192 p.
17. Remezova L.A., Sveshnikova T.D., Stepanova M.A. Sotsializatsiya v sisteme vospitaniya starshikh doshkolnikov s zaderzhkoy psikhicheskogo razvitiya [Socialization in the system of education of senior preschoolers with a delay in mental development]. Samara, PGSGA Publ., 2012. 192 p.
18. Remezova L.A., Grosheva T.R., Zhiglyaeva M.M. Formirovanie sotsialnogo opyta starshikh doshkolnikov s zaderzhkoy psikhicheskogo razvitiya sredstvami produktivnoy deyatelnosti [Formation of social experience of senior preschool children with mental retardation by means of productive activity]. Samara, PGSGA Publ., 2012. 244 p.
19. Remezova L.A., Kurenkova O.V., Kostina N.V., Ampletova E.V. Sotsializatsiya detey v igrovoy deyatelnosti na sovremennom etape razvitiya doshkolnogo obrazovaniya [Socialization of children in gaming activities at the present stage of development of preschool education]. Samara, PGSGA Publ., 2013. 224 p.
20. Remezova L.A., Kovaleva T.A., Stepanova M.A. Psikhologo-pedagogicheskaya podderzhka pozitivnoy sotsializatsii detey doshkolnogo vozrasta [Psychological and pedagogical support of positive socialization of preschool children]. Samara, PGSGA Publ., 2015. 164 p.

Downloads

Issue

Section

Pedagogical Sciences