Previous issue (2019. Vol. 8, no. 3)
Included in Web of Science СС (ESCI)
The pilot study of functionality, achievements and personality factors in older preschool children with typical and atypical development 696
, 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, email@example.comDugina O.
, teacher-defectologist, Moscow state educational institution combined-type kindergarten №1540, Moscow, Russia, firstname.lastname@example.orgEgorov A.V.
, Moscow State University of Psychology and Education, Moscow, Russia, email@example.comKazakov A.M.
, Moscow, Russia, firstname.lastname@example.org Firsova L.V.
, Moscow state educational institution Compensative kindergarten №385, social educator, Moscow, Russia, email@example.com
The aim of this study was to determine the applied value of assessing preschool children functionality with typical development, delay of mental development, mental retardation in kindergarten conditions. Authors examined children aged 6-7 years with typical development (N = 18), delay of mental development (N = 18), mental retardation (N = 6). Rating scales of functionality, preschooler's competencies and a personality questionnaire M5-PS were used. With use of the same techniques 44 children with typical development between the ages of 5.5 and 7 years were assessed. It was found that typically developing children are more capable than children with delay of mental development and mental retardation. And children with delay of mental development are more functional than children with mental retardation. Similar results were obtained with respect to formation of individual-oriented and social-oriented competencies, quantitative values of personality factors “Openness to Experience”, “Conscientiousness”, “Extraversion”. Similar differences identified between typically developing children groups with low, medium and high level of functionality.
Keywords: functionality, personality factors, competence, preschool children, typical development, delay of mental development, mental retardation
Column: Methods and techniques
- Goldberg E. Managing brain. The frontal lobes, leadership, and
civilization / / Moscow, 2003.
- Egorov, A.V., Zakharenko, N.V., Kazakov, A.M., Kazmin, A.M., Firsova,
L.V. The pilot study of achievement, psyhophenotype maturity and emotional
adjustment of preschool children with typical and atypical development in
inclusive groups / / Clinical and psychology. M., 2012. № 2.
- Egorov, A.V., Zakharenko, N.V., Kazmin A.M., Firsova, L.V.
Personality and achievement of preschool children with typical development, and
mental retardation / / Clinical and psychology. M., 2012. № 3.
- Kazmin, A.M.. The theory of processes analysis. Public lecture
- Luria, A.R. / / Basics of neuropsychology. Moscow, 1973.
- Diamond, A. (1991). Guidelines for the study of brain– behavior
relationships during development. In H. Eisenberg (Ed.), Frontal lobe
function and dysfunction (pp. 339–378). New York: New York University
- Espy, K. (1997). The shape school: Assessing executive function in
preschool children. Developmental Neuropsychology, 13, 495–499.
- Frye, D., Zelazo, P., & Palfai, T. (1995). Theory of mind and
rule-based reasoning. Cognitive Development, 10, 483–527.
- Gerstadt, C., Hong, Y., & Diamond, A. (1994). The relationship
between cognition and action: Performance of children 31⁄2–7 years on a
Strooplike day–night test. Cognition, 53, 129–153.
- Gioia, G.A., Espy, K.A., & Isquith, P. (2003). Behavior Rating
Inventory of Executive Function (BRIEF-P). Odessa: Psychological Assessment
- Hughes, C. (1998a). Executive function in preschoolers: Links with
theoryof mind and verbal ability. British Journal of Developmental
Psychology, 16, 233–253.
- Hughes, C. (1998b). Finding your marbles: Does preschoolers’
strategic behavior predict later understanding of mind? Developmental
Psychology, 34, 1326–1339.
- Kochanska, G., Murray, K., Jacques, T., Koenig, A., & Vandeceest,
K. (1996). Inhibitory control in young children and its role in emerging
internalization. Child Development, 67, 490–507.
- Lezak, M. (1995). Neuropsychological assessment (3rd ed.).
New York: Oxford University Press.
- Mesulam, M. M. (2002). The human frontal lobes: Transcending the
default mode through contingent encoding. In D. Stuss & R. Knight (Eds.),
Principles of frontal lobe function (pp. 8–30). New York: Oxford
- Garon N., Bryson S.E., Smith I.M. (2008). Executive Function
in Preschoolers: A Review Using an Integrative Framework. Psychological
Bulletin Copyright 2008, Vol. 134, No. 1, 31–60
- Scheck A.M., L. Malesky A., Cathy J., Grist L., McCord D. M. (2010).
Personality in Preschool Children: Preliminary Psychometrics of the M5-PS
Questionnaire, American Journal of Psychological Reseach, Volume 6, Number 1,