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  Previous issue (2022. Vol. 14, no. 1)

Psychological-Educational Studies

Former Title: Psychological Science and Education psyedu.ru

Publisher: Moscow State University of Psychology and Education

ISSN (online): 2587-6139

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

License: CC BY-NC 4.0

Published since 2009

Published quarterly

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The Joint Play Senior Preschool Children with Atypical and Regulatory Development in the Inclusive Group of Kindergarten 1586

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

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.

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

Column: Developmental Psychology

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

For Reference

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