Communicative Characteristics Of Prognostic Competence In Primary Schoolchildren With Dysontogenesis Deficiency

Abstract

The relevance of the problem of studying the formation of the communicative aspect of prognostic competence in primary schoolchildren with deficiency development is determined by the need to identify and explain the content of communicative difficulties they have. This reduces the possibility for the successful adaptation of children in various types of activities in the context of general education as one of the institutions of child socialization in society and predetermines the risks of various forms of deviant behavior emergence.The aim of the research is to study communicative features of the prognostic competence in younger schoolchildren with deficiency dysontogenesis in standard development and learning situations, through the process of comparative analysis of speech behavior and speech activity.The basic method of the research is an experiment based on the results of a constructive and comparative analysis of psychological and pedagogical studies, on the diagnostics of the specific features of communicative aspects and prognostic competence of junior schoolchildren with a deficiency and standard development.The data obtained in the study prove that the problem of studying the communicative abilities of junior schoolchildren with a deficiency type of mental dysontogenesis in the structure of prognostic competence is not sufficiently detailed. The essence of the communicative aspect of the prognostic competence of primary school children with deficiency dysontogenesis is not fully revealed. The method for diagnosing communicative abilities formed in socially significant spheres of relations as an instrument for identifying the risks of the deviations emergence in interpersonal relationships is not formulated.

Psychological Safety Of Adolescents In Institutions Of A Special Type

“…Although the educational environment of educational institutions is well studied today (Ahmetzyanova & Nigmatullina, 2017;Baeva, 2012;Kalashnikova, Belyaeva, & Belyaeva, 2018) has been approved and is still in force, which provides for several types of educational institutions for teenagers left without parental care (for example, a boarding school, or a special/correctional boarding school for children with disabilities). These institutions are subordinate to educational authorities.…”