The pilot study of achievement, psychophenotype maturity and emotional adjustment of preschool children with typical and atypical development in inclusive groups

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Abstract

The aim of this study was to determine the relationships between the achievements of children, their emotional adaptation and psychophenotype maturity. New techniques have been tested, "The mood of the child" and "Psychophenotype ". A survey of 60 typically developing children and 25 children with atypical development (19 children with mild developmental delays and 6 children with mental retardation), aged from 4 to 7 years, attending inclusive and non-inсlusive kindergarten. Strong positive connections were revealed between achievements of children with "psychophenotype maturity" parameter. For children with the mental retardation there was detected an expressed phenotypic immaturity, significant problems of emotional adaptation in the inclusive groups. The authors believe that these results indicate the need for careful study of the quality of the educational process in an inclusive preschool environment.

General Information

Keywords: inclusive education, preschoolers, achievements, emotional adaptation, typical development, mental retardation, intellectual disability

Journal rubric: Applied Research

Article type: scientific article

For citation: Egorov A.V., Zacharenko N.V., Kazakov A.M., Kazmin A.M., Firsova L.V. The pilot study of achievement, psychophenotype maturity and emotional adjustment of preschool children with typical and atypical development in inclusive groups [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2012. Vol. 1, no. 2 (In Russ., аbstr. in Engl.)

References

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Information About the Authors

Aleksandr V. Egorov, Moscow State University of Psychology and Education, Moscow, Russia, e-mail: egorovfamily@gmail.com

Nataliya V. Zacharenko, student, Moscow State University of Psychology and Education, Moscow, Russia, e-mail: zakharenko.nataliya@gmail.com

Aleksey M. Kazakov, Moscow, Russia, e-mail: skam77@mail.ru

Aleksandr M. Kazmin, PhD in Medicine, Professor, Department of Neuro and Pathopsychology of Development, Faculty of Clinical and Special Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1748-2574, e-mail: mgppukprd@gmail.com

L. V. Firsova, Moscow state educational institution Compensative kindergarten №385, social educator, Moscow, Russia, e-mail: luge85@mail.ru

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