The relationship between forecasting and positive socialization of children with developmental disorders

Abstract

Even though socialization is actively studied, mechanisms and factors for the development of positive socialization in the context of developmental disorders are not well understood. The preschoolers’ ability to make predictions (i.e. anticipate future events) as a source of socialization has not been fully studied. In this study we aimed at investigating the socialization and its relationship with predictive ability in children with speech, hearing, vision, motor and emotional disorders.
438 children aged between 5 and 7 years participated in the study. The following methods were applied: “The scale of emotional well-being and atypical behavior” (Kazmin et al.), “Emotional faces” (Semago), “Techniques for studying children’s compliance with rules in a normative situation ” (Bayanova, Mustafin), a set of methods aimed at determining the level of communicative skills of preschoolers (Veraksa), "Try-to-Guess" (Peresleni, Podobed), observation of children’s behavior during organized and free activities (Samokhvalova).
Difficulties with social adaptation, gaining social experience and learning the rules in normative situations were found in children with developmental disorders of all kind. Relatively higher rates of maladaptive behavior were shown by children with motor and emotional disorders. Children with emotional disorders could not predict further events, instead their predictive choices were irrational or random. In our study the indicators of predictive ability correlated with those in the methods estimating children’s compliance with normative rules. The predictive indicators also correlated with children’s communication with adults and peers within free and organized activity as well as in daily routine. Our results can be used in educational institutions in order to organize better adaptation and support of children with developmental disorders.