Взаимосвязь прогнозирования и позитивной социализации детей с нарушениями в развитии
DOI:
https://doi.org/10.54359/ps.v13i69.203Ключевые слова:
социализация, предвосхищение событий будущего, прогнозирование, дети, дошкольный воз-раст, нарушения в развитииАннотация
Проблема социализации активно изучается в гуманитарных науках, однако анализ исследований показывает отсутствие единого представления о механизмах, условиях и факторах развития позитивной социализации в условиях дизонтогенеза. Недостаточно изучена способность детей дошкольного возраста к прогнозированию (предвосхищению событий будущего) в качестве ресурса их социализации.
Целью исследования являлось изучение показателей социализации детей и их зависимость от способности к прогнозированию у детей с нарушениями речи, с нарушениями слуха, зрения, двигательными нарушениями и эмоциональными нарушениями.
В исследовании приняли участие 438 детей в возрасте 5–7 лет с нарушениями в развитии и без нарушений в развитии, посещающие дошкольные образовательные учреждения России. Были использованы методики: «Шкала эмоционального неблагополучия и атипичного поведения» (А.М.Казьмин и др.), «Эмоциональные лица» (Н.Я.Семаго), «Методика соответствия дошкольника правилам нормативной ситуации» (L.F.Bayanova, T.R.Mustafin), комплекс методик для определения уровня развития коммуникативных способностей детей дошкольного возраста (Н.Е.Веракса), «Угадайка» (Л.И. Переслени, В.Л.Подобед), наблюдение за ребенком в организованной и свободной деятельности (методика А.Г.Самохваловой).
Выявлены трудности социальной адаптации, получения социального опыта и усвоения правил в нормативной ситуации у детей всех нозологических групп. Особенно высокие показатели по дезадаптивному поведению выявлены у детей с двигательными и эмоциональными нарушениями. Не способны осуществить прогноз дальнейших событий дети с эмоциональными нарушениями, чаще всего выбирающие нерациональные или случайные стратегии в прогнозировании. Эмпирическое исследование подтвердило наличие тесных корреляционных связей показателей прогнозирования с показателями методик, отражающих соответствие ребенка правилам социального поведения, а также с показателями коммуникативного взаимодействия ребенка в условиях свободной организованной деятельности и в режимных моментах во взаимодействии со взрослыми и со сверстниками. Полученные в исследовании данные могут быть использованы при адаптации и сопровождении детей с нарушениями в развитии в образовательных учреждениях.
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