Previous issue (2019. Vol. 8, no. 3)
Included in Web of Science СС (ESCI)
The Role of Conscious Self-Regulation in Realization of Cognitive and Personal Resources in a Child with Developmental Delay 3182
, Doctor of Psychology, Leading Researcher of Research Department, Institute of Special Education of Russian Academy of Education, Moscow, Russia, Natali.firstname.lastname@example.org
The article is devoted to a problem of cognitive and personal development of children with developmental delay. Investigation aimed on exploration of self-regulation in first-grade children with developmental delay in comparison with normally developing peers is presented. Disorders in conscious regulation of cognitive activity, which hamper their assimilation of learning materials and adaptation to school, where identified. A complex curriculum on forming regulatory sphere, which includes psychological support and special organization of the educational environment, has been developed and tested. Efficiency of the described curriculum is confirmed by fixed improvements of data on randomness in children of experimental group and their forthcoming towards normally developing peers. The results of the experimental data found their reflection in Federal state educational standard for children with disabilities where work on developing random regulation of activity and behavior has been included into contents of teaching for the first time as obligatory approach.
Babkina, N.V. Osnovnye napravleniya i soderzhanie
korrektsionnoi raboty s mladshimi shkol'nikami s zaderzhkoi psikhicheskogo
razvitiya [The main directions and content of remedial work with younger
students with mental retardation]. Defektologiya [Defectology],
2016, no. 2, pp. 53–59.
Babkina, N.V. Samoregulyatsiya v poznavatel'noi
deyatel'nosti u detei s zaderzhkoi psikhicheskogo razvitiya [Self-regulation in
the cognitive activity in children with mental retardation]. Moscow: VLADOS,
2016, 136 р.
Indenbaum, E.L. Kharakteristiki kommunikativnoi
kompetentnosti podrostkov s raznymi formami intellektual'noi nedostatochnosti v
usloviyakh inklyuzivnogo i spetsial'nogo obrazovaniya [Features of
communicative competence of adolescents with different forms of intellectual
insufficiency in the conditions of inclusive and special education].
Psikhologicheskaya nauka i obrazovanie [Psychological Science and
Education], 2014, no. 1, pp. 42–49 (In Russ., abstr. in Engl.).
Konopkin, O.A. Psikhologicheskie mekhanizmy regulyatsii
deyatel'nosti [Psychological mechanisms of regulation of activity]. Moscow:
Nauka, 1980, 256 p.
Korobeinikov, I.A., Indenbaum, E.L., Babkina, N.V.
Spetsial'nyi Federal'nyi gosudarstvennyi obrazovatel'nyi standart nachal'nogo
obrazovaniya detei s zaderzhkoi psikhicheskogo razvitiya: proekt [Special
Federal state educational standard primary education of children with mental
retardation: proekt]. Moscow: Prosveshchenie, 2013, 48 p.
Malofeev, N.N. Nauchnye dostizheniya otechestvennoi
defektologii kak bazis sovremennoi profilakticheskoi, korrektsionnoi i
reabilitatsionnoi pomoshchi detyam s narusheniyami razvitiya [Scientific
achievements of domestic defectology as the basis of modern preventive,
corrective and rehabilitative care for children with developmental disorders].
Vospitanie i obuchenie detei s narusheniyami razvitiya [The education
and training of children with developmental disabilities], 2014, no. 2, pp.
Morosanova, V.I., Tsiganov, I.Iu., Vanin, A.V., Filippova,
E.V. Osoznannaya samoregulyatsiya i otnoshenie k ucheniyu: ikh vzaimosvyaz' i
vklad v uspeshnost' obucheniya [Conscious self-regulation and attitude to
learning: their relationship and contribute to the success of the training].
Voprosy psikhologii [Psychology questions], 2015, no. 5, pp.
Osnitskii, A.K., Astakhova, N.V. Rol' osoznannoi
samoregulyatsii v uchebnoi deyatel'nosti podrostkov, obuchayushchikhsya v
klassakh korrektsionno-razvivayushchego obucheniya [The role of the conscious
self-regulation in learning activity of adolescents enrolled in classes
Correction and Development Training]. Voprosy psikhologii [Psychology
questions], 2007, no. 3, pp. 42–51.
Osnitskii, A.K. Psikhologiya samostoyatel'nosti. Metody
issledovaniya i diagnostiki [Psychology independence. Research Methods and
Diagnosis]. Moscow: «El'-Fa», 1996, 127 p.
FGOS nachal'nogo obshchego obrazovaniya obuchayushchikhsya
s ogranichennymi vozmozhnostyami zdorov'ya [FSES primary general education of
students with disabilities]. Utverzhden prikazom Minobrnauki Rossii ot
19.12.2014 № 1598 [Approved by the Ministry of Education and Science of Russia
from 19.12.2014 no. 1598].