Formation of psychological space as a factor of successful adaptation to school of children with speech disorders
The essence and significance of the formation of psychological space as a factor of successful adaptation to school of children with speech disorders are analyzed. It is determined, that the violation of the child's psychological space causes a painful attitude to everything around and contribu...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Yuliia Buhera [verfasserIn] Alla Kurytsia [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch ; Polnisch ; Russisch ; Ukrainisch |
| Erschienen: |
2022 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
In: ScienceRise: Pedagogical Education - PC Technology Center, 2019, (2022), 2(47), Seite 62-65 |
|---|---|
| Übergeordnetes Werk: |
year:2022 ; number:2(47) ; pages:62-65 |
| Links: |
Link aufrufen |
|---|
| DOI / URN: |
10.15587/2519-4984.2022.255327 |
|---|
| Katalog-ID: |
DOAJ029772338 |
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| 520 | |a The essence and significance of the formation of psychological space as a factor of successful adaptation to school of children with speech disorders are analyzed. It is determined, that the violation of the child's psychological space causes a painful attitude to everything around and contributes to the formation of internal psychological conflict, which inevitably leads to loss of learning motivation, reduced cognitive activity, disrupted relationships with teachers and peers. The aim is to prove that the formation of psychological space will contribute to the successful adaptation of children with speech disorders to study in primary education. The methods of research of the outlined problem are theoretical methods that allowed to separate the provisions that needed to be verified. Empirical methods allowed to identify the level of adaptability of children to study in an educational institution, among them: observation, conversation, testing, statement experiment, processing of research results (presented as a percentage). It was found, that psychological space, a sense of comfort, safety is one of the most important areas of human life, and a properly constructed psychological space can provide a sense of security in the school environment during the period of adaptation. It is noted, that in order to facilitate the adaptation of children to learning, in the primary level should be a deep and expanded diagnosis of readiness for learning activities and preparatory work with children who have insufficient school adaptation. The diagnostic procedure and the program of research of psychological space as a factor of successful adaptation to school of children with speech disorders are described. The conditions of formation of personal space of a junior schoolchild are defined. It is concluded, that the purposeful formation of psychological space makes it possible to ensure the success of the process of adaptation to learning at school. Psychological space, a sense of comfort, security is one of the most important areas of human life and from the first days of children's schooling, a teacher must ensure that school attendance for a child is not burdensome, form a cognitive learning motive that would dominate in the future studying | ||
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formation of psychological space as a factor of successful adaptation to school of children with speech disorders |
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Formation of psychological space as a factor of successful adaptation to school of children with speech disorders |
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The essence and significance of the formation of psychological space as a factor of successful adaptation to school of children with speech disorders are analyzed. It is determined, that the violation of the child's psychological space causes a painful attitude to everything around and contributes to the formation of internal psychological conflict, which inevitably leads to loss of learning motivation, reduced cognitive activity, disrupted relationships with teachers and peers. The aim is to prove that the formation of psychological space will contribute to the successful adaptation of children with speech disorders to study in primary education. The methods of research of the outlined problem are theoretical methods that allowed to separate the provisions that needed to be verified. Empirical methods allowed to identify the level of adaptability of children to study in an educational institution, among them: observation, conversation, testing, statement experiment, processing of research results (presented as a percentage). It was found, that psychological space, a sense of comfort, safety is one of the most important areas of human life, and a properly constructed psychological space can provide a sense of security in the school environment during the period of adaptation. It is noted, that in order to facilitate the adaptation of children to learning, in the primary level should be a deep and expanded diagnosis of readiness for learning activities and preparatory work with children who have insufficient school adaptation. The diagnostic procedure and the program of research of psychological space as a factor of successful adaptation to school of children with speech disorders are described. The conditions of formation of personal space of a junior schoolchild are defined. It is concluded, that the purposeful formation of psychological space makes it possible to ensure the success of the process of adaptation to learning at school. Psychological space, a sense of comfort, security is one of the most important areas of human life and from the first days of children's schooling, a teacher must ensure that school attendance for a child is not burdensome, form a cognitive learning motive that would dominate in the future studying |
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The essence and significance of the formation of psychological space as a factor of successful adaptation to school of children with speech disorders are analyzed. It is determined, that the violation of the child's psychological space causes a painful attitude to everything around and contributes to the formation of internal psychological conflict, which inevitably leads to loss of learning motivation, reduced cognitive activity, disrupted relationships with teachers and peers. The aim is to prove that the formation of psychological space will contribute to the successful adaptation of children with speech disorders to study in primary education. The methods of research of the outlined problem are theoretical methods that allowed to separate the provisions that needed to be verified. Empirical methods allowed to identify the level of adaptability of children to study in an educational institution, among them: observation, conversation, testing, statement experiment, processing of research results (presented as a percentage). It was found, that psychological space, a sense of comfort, safety is one of the most important areas of human life, and a properly constructed psychological space can provide a sense of security in the school environment during the period of adaptation. It is noted, that in order to facilitate the adaptation of children to learning, in the primary level should be a deep and expanded diagnosis of readiness for learning activities and preparatory work with children who have insufficient school adaptation. The diagnostic procedure and the program of research of psychological space as a factor of successful adaptation to school of children with speech disorders are described. The conditions of formation of personal space of a junior schoolchild are defined. It is concluded, that the purposeful formation of psychological space makes it possible to ensure the success of the process of adaptation to learning at school. Psychological space, a sense of comfort, security is one of the most important areas of human life and from the first days of children's schooling, a teacher must ensure that school attendance for a child is not burdensome, form a cognitive learning motive that would dominate in the future studying |
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The essence and significance of the formation of psychological space as a factor of successful adaptation to school of children with speech disorders are analyzed. It is determined, that the violation of the child's psychological space causes a painful attitude to everything around and contributes to the formation of internal psychological conflict, which inevitably leads to loss of learning motivation, reduced cognitive activity, disrupted relationships with teachers and peers. The aim is to prove that the formation of psychological space will contribute to the successful adaptation of children with speech disorders to study in primary education. The methods of research of the outlined problem are theoretical methods that allowed to separate the provisions that needed to be verified. Empirical methods allowed to identify the level of adaptability of children to study in an educational institution, among them: observation, conversation, testing, statement experiment, processing of research results (presented as a percentage). It was found, that psychological space, a sense of comfort, safety is one of the most important areas of human life, and a properly constructed psychological space can provide a sense of security in the school environment during the period of adaptation. It is noted, that in order to facilitate the adaptation of children to learning, in the primary level should be a deep and expanded diagnosis of readiness for learning activities and preparatory work with children who have insufficient school adaptation. The diagnostic procedure and the program of research of psychological space as a factor of successful adaptation to school of children with speech disorders are described. The conditions of formation of personal space of a junior schoolchild are defined. It is concluded, that the purposeful formation of psychological space makes it possible to ensure the success of the process of adaptation to learning at school. Psychological space, a sense of comfort, security is one of the most important areas of human life and from the first days of children's schooling, a teacher must ensure that school attendance for a child is not burdensome, form a cognitive learning motive that would dominate in the future studying |
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