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Psychological-Educational Studies
2015. Vol. 7, no. 2, 110–121
https://doi.org/10.17759/psyedu.2015070210
ISSN: 2587-6139 (online)

The Joint Play Senior Preschool Children with Atypical and Regulatory Development in the Inclusive Group of Kindergarten

 
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Abstract

The aim of this article was to analyze the joint play of children with atypical and regulatory development in the inclusive group of kindergarten. Modified method of play activities analysis by E.O. Smirnova and I.A. Ryabkova was used [14]. Sample consisted of 92 preschoolers (49 children aged 5,5-7,2 were visiting senior group). 21 children with atypical development and 43 children aged 6,1-7,5 years were attending the preparatory group. 22 children have features of development. All children attend inclusive kindergarten in Moscow. A total of 63 games initiated by children were described and analyzed. The duration of play, playing displays initiative, taking on the role of play, peculiarities of play actions were included in the analysis. The differences of play development levels between children with regulatory and atypical development were found. It was found that levels of joint children’s playing may differ. During one game its level in one child may vary. Hypothesis that playing together is a condition for establishing a zone of proximal development for children was confirmed.

General Information

Keywords: play, theories of play, play structure, role initiative, the level of play, role, inclusion, the zone of proximal development, a child's play with the regulatory development, a child's play with atypical development

Journal rubric: Developmental Psychology

OpenAlex citations: 2

OpenAlex trends: Psychology of Development and Education, Educational Methods and Teacher Development, Sociopolitical Dynamics in Russia

Information about the work in OpenAlex

Number of citations: 2

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

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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

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Sociopolitical Dynamics in Russia

This cluster of papers explores the intersection of youth, identity, and politics in contemporary Russia. It delves into topics such as civic participation, nationalism, social media, protest moods, and the impact of digital generation on political communication. The research also examines the influence of ethnicity and sociological factors on shaping youth identity and political attitudes.

Number of works: 78649  |  Total number of citations: 134825

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Work details in OpenAlex

DOI: https://doi.org/10.17759/psyedu.2015070210

Published

For citation: Lvova, A.D., Kotliar, I.A. (2015). The Joint Play Senior Preschool Children with Atypical and Regulatory Development in the Inclusive Group of Kindergarten. Psychological Science and Education psyedu.ru, 7(2), 110–121. (In Russ.). https://doi.org/10.17759/psyedu.2015070210

© Lvova A.D., Kotliar I.A., 2015

License: CC BY-NC 4.0

References

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Information About the Authors

A. D. Lvova, Graduate of the Department of age Psychology of the Faculty of Psychology of Education, Moscow City Psychological Pedagogical University, Moscow, Russian Federation, e-mail: Alexandra.lvova@gmail.com

Inna A. Kotliar, Candidate of Science (Psychology), Associate Professor, Department of Psychology, Research Associate, Dubna State University, Center of Applied Psychological and Pedagogical Studies, Moscow State University of Psychology & Education, Dubna, Russian Federation, e-mail: iakorepanova@gmail.com

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