Supplementary education as a determinant of the psychological development of children with limited health capabilities

Сontext and relevance. In contemporary research on the factors influencing the psychological development of children with limited health capabilities (LHC), insufficient attention has been paid to the psychological mechanisms underlying the developmental effects of supplementary education (SE). Objective. In order to provide criteria for evaluating the effectiveness of planning and the effectiveness (performance) of correctional activities, the phenomenon of supplementary education's influence on the psychological development of children with LHC is examined from the perspective of the modern bioecological model of development. Hypothesis. The positive impact of SE on a child's psychological development is enhanced in the interaction of all microsystems: school, family, and SE. Methods and materials. The theoretical foundation of the study is Urie Bronfenbrenner's bioecological model of human development, in which the system of environmental interactions and proximal processes serves as a significant factor in human development. We analyzed 42 English-language articles and 50 Russian-language articles from open sources, published predominantly between 2021 and 2026. As a result, 9 English-language and 12 Russian-language studies focusing on the impact of SE on the psychological development of children with LHC were reviewed. Results. In the interaction of three microsystems — school, family, and the SE structure — a positive mesosystemic effect is provided that in its intensity exceeds the cumulative impact of the microenvironments. For instance, productive interaction between teachers and the child's parents not only fosters the child's success at school but also positively influences the child's well-being within the family. Conclusions. SE for children with LHC is successful provided that it is integrated into a mesosystem that also includes the interacting microsystems of the child's school and family. The findings are significant for planning and organizing correctional work with children with LHC. Future research prospects involve studying the role of SE in their psychological development under varying environmental conditions, specifically within inclusive versus homogeneous environments.

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