Age Dynamics of Social Situation of Development in Elementary School Students in Inclusive Education



The article presents results of an empirical study of the age dynamics of the social situation of develop¬ment in primary school students in inclusive education. The study sample consisted of 328 children aged from 7 to 11, including 18 children with SEN, studying in two inclusive schools in Moscow. The hypothesis of the study was that the characteristics of the objective and subjective aspects of the social situation of chil¬dren’s development change in accordance with the two phases of primary school age. The characteristics of the social situation of the development of children were measured using the “Sociometry” method and two projective methods: “Color Test of Relationship” and “Sentence Completion Test”. The age dynamics is ob¬served in changes in the social position and the system of orienting images of primary school students. The significant differences between the distribution of sociometric statuses of students in inclusive classes and the age standard obtained in the conditions of traditional education were found. The results of the study reveal the specificity of elementary school students’ development in conditions of inclusive education.

General Information

Keywords: social situation of development, inclusive education, sociometric status, distribution of statuses, emotional acceptance, elementary school age

Journal rubric: Problems of Cultural-Historical and Activity Psychology

Article type: scientific article


Funding. The article was prepared as part of the state assignment of the Ministry of Education of the Russian Federation, project № 073-00041-21-03 “Scientific and methodological support for the development of an inclusive educational environment in the system of general and vocational education”.

For citation: Yudina T.A., Alekhina S.V. Age Dynamics of Social Situation of Development in Elementary School Students in Inclusive Education. Kul'turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, 2021. Vol. 17, no. 3, pp. 135–142. DOI: 10.17759/chp.2021170317.


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Information About the Authors

Tatyana A. Yudina, Research Fellow, Institute of Inclusive Education Problems, Moscow State University of Psychology and Education, Moscow, Russia, ORCID:, e-mail:

Svetlana V. Alekhina, PhD in Psychology, Chief, Institute of Inclusive Education Problems, Moscow State University of Psychology and Education, Moscow, Russia, ORCID:, e-mail:



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