Skip to Main Content

Cultural-Historical Psychology
2019. Vol. 15, no. 4, 79–88
https://doi.org/10.17759/chp.2019150408
ISSN: 1816-5435 / 2224-8935 (online)

Inclusion of Children with Special Educational Needs and Typically Developing Children in Joint Problem-Solving (With Tasks on Understanding Multiplicative Relations as an Example)

 
Audio is AI-generated
699

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar
Metrics

Abstract

This article presents results of an experimental study on inclusion of children with special educational needs (SEN) and normally developing children in the process of joint solving of learning tasks depending on the type of interaction and relationships between children and between children and adult. The hypothesis was that the inclusion and development of higher mental functions in children with SEN can occur in specially organized learning interactions with other children and the adult that contribute to the emergence and development of child-adult communities. It is shown that the interactions between participants, the processes of communication and mutual understanding that develop under these conditions mediate the transition from the orientation on the objective characteristics of the problem to the analysis of the very ways of joint problem-solving. The relationship of the processes revealed in our study (means of interaction, communication and mutual understanding) characterise 4 types of child-adult communities and also serves as an integral indicator of the children’s inclusion in joint problem-solving. The results of the study are important for understanding the processes that affect the inclusion of children with SEN in learning situations, as well as for understanding the sources and mechanisms of mental development in social interactions. It is shown that the evolving interactions and relationships between the children and adults promote the development of higher mental functions in the participants of these interactions.

General Information

Keywords: development, joint learning activity, inclusive education, social interaction, communication, mutual understanding

Journal rubric: Empirical Research

OpenAlex citations: 8

OpenAlex trends: Psychology of Development and Education, Educational and Psychological Assessments, Educational Methods and Teacher Development

Information about the work in OpenAlex

Number of citations: 8

Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Educational and Psychological Assessments

This cluster of papers focuses on the application of dynamic assessment in educational psychology, emphasizing Vygotskian praxis, mediated learning experience, and the zone of proximal development. It explores the use of dynamic assessment for language development, cognitive modifiability, and the effectiveness of nurture groups and peer mediation. The papers also discuss assessment practices and the role of educational psychologists in promoting learning potential.

Number of works: 88848  |  Total number of citations: 952482

Topic detailsв OpenAlex

Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

Topic detailsв OpenAlex

Work details in OpenAlex

DOI: https://doi.org/10.17759/chp.2019150408

Published

For citation: Konokotin, A.V. (2019). Inclusion of Children with Special Educational Needs and Typically Developing Children in Joint Problem-Solving (With Tasks on Understanding Multiplicative Relations as an Example). Cultural-Historical Psychology, 15(4), 79–88. (In Russ.). https://doi.org/10.17759/chp.2019150408

© Konokotin A.V., 2019

License: CC BY-NC 4.0

References

  1. Vygotskii L.S. Psihologiya razvitiya cheloveka [Psychology of Human Development]. Moscow: Smysl Publ.; Eksmo Publ., 2005. 1136 p.
  2. Vygotskii L.S. Sobranie sochinenii: V 6 t. T. 3. [Collected Works in 6 vol. Vol. 3]. Problemy razvitiya psikhiki [Problems of development of the mind]. Moscow: Pedagogika Publ., 1983. 368 p.
  3. Vygotskii L.S. Sobranie sochinenii: V 6-ti t. T. 5. [Collected Works in 6 vol. Vol. 5]. Osnovy defektologii [ Foundations of defectology]. Moscow: Pedagogika Publ., 1983. 368 p.
  4. Vygotskii L.S., Luria A.R. Etyudy po istorii povedenia: Obez’yana. Primitiv. Rebenok [Studies on the history of behavior: Monkey. Primitive. Child]. Moscow: Pedagogika- Press Publ., 1993. 224 p.
  5. Vysockaya E.V. Psihologicheskie osobennosti vvedeniya shkol’nikov v soderzhanie nauchnyh ponyatij pri ispol’zovanii predmetno-orientirovannyh komp’yuternyh uchebnyh sred: diss. kand. psihol. nauk. [Introduction of schoolchildren into the content of scientific concepts when using subject-oriented computer learning environments: Psychological features]. Moscow, 1991.
  6. Gromyko U.V. Psihologiya iskusstva v nauchnoj shkole L.S. Vygotskogo: problemy teorii i kommunikativnyh praktik raboty s soznaniem [Elektronnyj resurs]. Kul’turno-istoricheskaya psihologiya [Cultural-historical psychology], 2018. Vol. 14, no. 3, pp. 85—92. doi:10.17759/chp.2018140309 (In Russ.; abstr. in Engl.).
  7. Guzman R.A. Rol’ sovmestnoi deyatel’nosti v reshenii uchebnyh zadach [The role of joint activities in solving educational problems]. Voprosy psihologii [ Psychology issues], 1980, no. 3, pp. 133—136. (In Russian).
  8. Lubovskii V.I. Inklyuziya — tupikovyi put’ dlya obucheniya detei s ogranichennymi vozmozhnostyami [Elektronnyi resurs] [Inclusion is a dead end for educating children with disabilities]. Special’noe obrazovanie [ Special education], 2016, no. 4. Available at: https://cyberleninka.ru/ article/n/inklyuziya-tupikovyy-put-dlya-obucheniya-detey-s-ogranichennymi-vozmozhnostyami (Accessed 29.06.2019). (In Russ.; abstr. in Engl.).
  9. Luria A.R. Problemy vysshei nervnoi deyatel’nosti normal’nogo i anomal’nogo rebenka. Moscow: Akademii pedagogicheskih nauk RSFSR Publ., 1958. 46 p.
  10. Perre-Klermon A.-N. Rol’ social’nyh vzaimodeistvii v razvitii intellekta detei [The role of social interactions in the development of children’s intelligence]. Moscow: Pedagogika, 1991. 248 p. (In Russ.).
  11. Rubtsov V.V. [i dr.] Kommunikativno-orientirovannye obrazovatel’nye sredy. Psihologiya proektirovaniya [Communicatively-oriented educational environments. Design Psychology]. Rubtsov V.V. (eds). Moscow: Psihologicheskii in-t RAO Publ, 1996. 158 s.
  12. Rubtsov V.V. Social’no-geneticheskaya psihologiya razvivayushchego obrazovaniya: deyatel’nostnyipodhod. Moscow: MGPPU Publ., 2008. 416 p.
  13. Rubtsov V.V. Social’nye vzaimodeistviya i obuchenie [Elektronnyj resurs] [Social interactions and learning]. Psihologicheskaya nauka i obrazovanie [ Psychological Science and Education], 1996, no. 2. Available at: http://psyjournals. ru/files/2141/psyedu_1996_n2_Rubtsov.pdf (Accessed 01.07.2019). (In Russ.; abstr. in Engl.).
  14. Skripkina T. P. Kognitivnye sposobnosti v obshchenii: formirovanie [Cognitive abilities in communication: formation]. In Bodalev A.A. (eds.), Psihologiya obshcheniya. Enciklopedicheskij slovar’ [ Psychology of communication. encyclopedic Dictionary]. Moscow: Kogito-Centr, 2011. 600 p.
  15. Cukerman G.A. Zachem detyam uchit’sya vmeste? [Elektronnyj resurs] [Why should children learn together?]. Moscow: Publ. «Znanie», 1985. 80 p. Available at: http:// psychlib.ru/inc/absid.php?absid=11127. (Accessed 09.10.2019).
  16. Belland B.R., Glazewski K.D., Ertmer P.A. Inclusion and Problem-Based Learning: Roles of Students in a Mixed- Ability Group. RMLE Online, 2009. Vol. 32, no. 9, pp. 1—19. doi: 10.1080/19404476.2009.11462062
  17. Erdogan F. Effect of cooperative learning supported by reflective thinking activities on students’ critical thinking skills. Eurasian journal of educational research, 2019, no. 80, pp. 89—112. doi:10.14689/ejer.2019.80.5
  18. Fitch E.F., Hulgin K.M. Achieving inclusion through CLAD: Collaborative Learning Assessment through Dialogue. International journal of inclusive educational, 2013. Vol. 12, no. 4, pp. 423—439. doi:10.1080/13603110601121453
  19. Gagne N., Parks S. Cooperative learning tasks in a grade 6 intensive ESL class: role of scaffolding. Language teaching research, 2013. Vol. 17, no. 2, pp. 188—209. doi: 10.1177/1362168812460818
  20. Hall J.K. Interaction as method and result of language learning. Language teaching, 2010. Vol. 43, no. 2, pp. 202—215. doi:10.1017/S0261444809005722
  21. Katerina M. Examining peer acceptance in verbal and non—verbal interaction during computer—supported collaborative learning: implications for inclusion. International journal of inclusive educational, 2012. Vol. 16, no. 2, pp. 119— 138. doi:10.1080/13603111003671657
  22. Lusy G. Group cooperation, inclusion and disaffected pupils: some responses to informal learning in the music classroom. Music educational research, 2008. Vol. 10, no. 2, pp. 177—192. doi:10.1080/14613800802079049
  23. Martin L. Children’s problem-solving as inter-individual outcome. D, Diss., University of California, San Diego, 1983. P. 164.
  24. Perry B.D. Childhood Experience and the Expression of Genetic Potential: What Childhood Neglect Tells Us About Nature and Nurture. Brain and Mind, 2002. Vol. 79, no. 3, pp. 79—99. doi:10.1023/A:1016557824657.
  25. Rubtsov V.V. Organization and development of joint actions among children in the learning process. New York.: Nova Science Publishers. 1994.

Information About the Authors

Andrey V. Konokotin, Candidate of Science (Psychology), Associate Professor, UNESCO Chair Cultural-Historical Psychology of Childhood, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-1639-4887, e-mail: konokotinav@mgppu.ru

Metrics

 Web Views

Whole time: 1710
Previous month: 17
Current month: 13

 PDF Downloads

Whole time: 699
Previous month: 8
Current month: 6

 Total

Whole time: 2409
Previous month: 25
Current month: 19