Features of interaction of children with developmental disorders with peers and adults

ANNA I. АKHMETZYANOVA, TATIANA V. ARTEMYEVA

Resumen


ABSTRACT

 

The ability of children to interact with their peers and adults allows them to adapt to new social conditions. The aimed of this study was to explain how preschoolers with developmental disorders understand the rules in a normative situation. The research involved 227 children of 5-7 years of age: 95 children with no developmental disorders and 132 children with speech, motor, sensory, and emotional disorders. It was used the technique called "The methodology for the study of preschooler compliance with the rules in a regulatory situation." It is suggested that children of all gnoseological groups

Palabras clave


Developmental disorder, child, interaction, preschool age, socialization.

Texto completo:

PDF

Referencias


AKHMETZYANOVA, AI (2018). “Anticipatory-prognostic mechanism of sociopsychological adaptation in disruptive behavior”. The European proceedings of social & behavioural sciences, 44, pp. 508-515.

AKHMETZYANOVA, AI, ARTEMYEVA, TV & TVARDOVSKAYA, AA (2017). “Specific aspects of forecasting and perception of the norm by juniour schoolchildren with developmental disorders”. Integration of Education, 21 (3), pp. 489 –504.

ARTEMYEVA, TV (2016). “Normative behavior of adolescents with intellectual disabilities: A qualitative study”. International Journal of Environmental and Science Education, 11(7), pp. 1551-1558.

BARKHATOVA, PI (2009). “Developing the culture of behavior”. Preschool education, 11, pp. 18 - 25.

BAYANOVA, LF & MUSTAFIN, TR (2015). “Methodology for the study of preschooler’s compliance with the rules of a normative situation”. Philology and Culture, 3 (41), pp. 325-332.

BAYANOVA, LF (2017). Psychology of a preschooler in a normative situation. Kazan: Kazan university publishing house.

BAYANOVA, LF, TSIVILSKAYA, EA, BAYRAMYAN, RM & CHULYUKIN, KS (2016). “A cultural congruence test for primary school students”. Psychology in Russia, 9 (4), pp. 94-105.

BELLINI, S, HUME, K & PRATT, C (2006). “Early intervention for young children on the autism spectrum: Parent’s perspective”. The Reporter. 2006, 11(2), pp. 1-4.

CHERENEVA, EA & VOLODENKOVA, EA (2017). Influence of parent-child relationships on manifestations of aggressive behavior in children of primary school age with an autism spectrum disorder. Krasnoyarsk: Krasnoyarsk state pedagogical university named after V.P Astafiev.

DENHAM, SA (2007). “Dealing with feelings: How children negotiate the worlds of emotions and social relationships”. Cognition, Brain, Behavior, 11(1), pp. 1–48.

GURALNICK, MJ (2010). “Early intervention approaches to enhance the peer-related social competence of young children with developmental delays: A historical perspective”. Infants & Young Children, 23, pp. 73-83.

JACQUEZ, F, VAUGHN, LM & WAGNER, E (2013). “Youth as Partners, Participants or Passive Recipients: A Review of Children and Adolescents in Community-Based Participatory Research (CBPR)”. Am. J. Community Psychol, 51, pp. 176–189.

MALTINSKAYA, NA (2016). “The development of educational behavior in children with ASD”. Bulletin of pedagogical innovations, 2 (42), pp. 67-74.

MIRABILE, SP, OERTWIG, D & HALBERSTADT, AG (2018). “Parent emotion socialization and children’s socioemotional adjustment: when is supportiveness no longer supportive?” Social Development, 27, pp. 466–481.

MIRKAZEMI, SJ & HOSSEINJANI, B (2016). “Reviewing the competence of authorities investigating children and adolescents crimes with a view to the Criminal Procedure Code 2013”. Journal of Social Sciences and Humanities Research, 4(04), pp. 56-61.

OBUKHOVA, LF (2013). Developmental psychology: textbook for bachelors. Moscow: Yurayt Publishing House.

ROZENTAL, S, AKHMETZYANOVA, A & ARTEMYEVA, T (2018). “Predicting Future Behaviors among Disabled Children: An Empirical Study on Schoolchildren”. Journal of History Culture and Art Research, 7(4), pp. 124-131.

SHILINA, TY (2017). Socialization of children of senior preschool age with visual impairment. Actual issues of social work with various categories of population. The collection of articles of the IV international scientific-practical conference. Kirov.

SMIRNOVA, EO & KHOLMOGOROVA, VM (2003). Interpersonal relations of preschoolers: diagnostics, problems, correction. Moscow: VLADOS.

CORSARO, WA (1993). “Interpretive reproduction in the «Scuola Materna»”. European Journal of Psychology of Education, 8, pp. 357–374.

SOLNTSEVA, LI (2006). Psychology of children with visual impairment: children's typhoid psychology. Moscow: Classic Style.

VERAKSA, A, ALMAZOVA, O, BUKHALENKOVA D, BAYANOVA, L & POPOVA, R (2018). “Features of executive functions development in Moscow and Kazan preschoolers”. European Proceedings of Social and Behavioural Sciences, XLIII, pp. 648–658.

VYGOTSKY, LS (1996).“Developmental psychology as a phenomenon of culture. Moscow: Publishing house NPO MODEK.




Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.

Utopía y Praxis Latinoamericana. Revista Internacional de Filosofía Iberoamericana y Teoría Social / Centro de Estudios Sociológicos y Antropológicos (CESA) / Facultad de Ciencias Económicas y Sociales / Universidad del Zulia-Venezuela

El único correo por el cual se reciben artículos y preguntas es utopraxislat@gmail.com

e-Mail <<utopraxislat@gmail.com>> is the only means to submission papers

 

 ISSN: 1316-5216 / e-ISSN: 2477-9555

ReviCyHLUZ


Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0 Internacional.