Структурно-логічна модель виховання дітей дошкільного віку з особливими освітніми потребами в спеціальних закладах освіти
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Дата
2019
Назва журналу
Номер ISSN
Назва тому
Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті представлено розроблену автором модель виховання дітей дошкільного віку із затримкою психічного розвитку в спеціальних закладах освіти, яка включає реалізацію послідовно структурованих компонентів (цільовий, теоретико-методологічний, змістово-процесуальний та оцінно-результативний блоки), змістове наповнення яких уточнює інформаційний образ процесу, що моделюється. Запропонована модель покликана забезпечити безперервність процесу виховання дошкільників із затримкою психічного розвитку в спеціальних закладах освіти. Доведено, що виховна робота з дітьми дошкільного віку є обов’язковою складовою освітнього процесу в спеціальному закладі освіти. Цей вид педагогічної діяльності використовується для створення середовища, необхідного для всебічного розвитку дитини.
The article presents the model of preschool education of children with mental retardation in special education institutions developed by the author, which includes implementation of consistently structured components (target, theoretical-methodological, content-procedural and evaluative-resultative units), the content of which clarifies information image of the process that is being modeled. The proposed model aims to ensure the continuity of the process of education of preschool children with mental retardation in special education institutions. It is proved that educational work with preschool children is a compulsory component of the educational process in the special education institution. It is emphasized that special educational process for preschool children with mental retardation should take place in special educational conditions, which include: educational environment (set of conditions that ensure development of children in the preschool education institution: interaction of participants in the pedagogical process, developmental environment (part of the educational environment, which is a specially organized space, materials, equipment for the development of preschool children in accordance with their psychological and pedagogical characteristics), content of preschool education); organizational support (regulatory and legal support; organization of various forms of education in special institutions of preschool education; financial conditions, information support); material-technical support (educational-methodological provision, facilities, equipment in accordance with the age and individual characteristics of children, sanitary and epidemiological requirements, fire safety requirements); program-methodological support (curricula, manuals, didactic materials); psychological-pedagogical support (respect of adults for the human dignity of children, formation and maintenance of their positive self-esteem, confidence in their own abilities; use in the educational and upbringing activity of forms and methods of work with children that correspond to their age and individual characteristics; construction of educational activity based on interaction of an adult with children and focused on each child’s interests and capabilities); staffing (the number of employees required to carry out educational work, taking into account the characteristics of children with mental retardation; compliance with qualification characteristics of teaching staff).
The article presents the model of preschool education of children with mental retardation in special education institutions developed by the author, which includes implementation of consistently structured components (target, theoretical-methodological, content-procedural and evaluative-resultative units), the content of which clarifies information image of the process that is being modeled. The proposed model aims to ensure the continuity of the process of education of preschool children with mental retardation in special education institutions. It is proved that educational work with preschool children is a compulsory component of the educational process in the special education institution. It is emphasized that special educational process for preschool children with mental retardation should take place in special educational conditions, which include: educational environment (set of conditions that ensure development of children in the preschool education institution: interaction of participants in the pedagogical process, developmental environment (part of the educational environment, which is a specially organized space, materials, equipment for the development of preschool children in accordance with their psychological and pedagogical characteristics), content of preschool education); organizational support (regulatory and legal support; organization of various forms of education in special institutions of preschool education; financial conditions, information support); material-technical support (educational-methodological provision, facilities, equipment in accordance with the age and individual characteristics of children, sanitary and epidemiological requirements, fire safety requirements); program-methodological support (curricula, manuals, didactic materials); psychological-pedagogical support (respect of adults for the human dignity of children, formation and maintenance of their positive self-esteem, confidence in their own abilities; use in the educational and upbringing activity of forms and methods of work with children that correspond to their age and individual characteristics; construction of educational activity based on interaction of an adult with children and focused on each child’s interests and capabilities); staffing (the number of employees required to carry out educational work, taking into account the characteristics of children with mental retardation; compliance with qualification characteristics of teaching staff).
Опис
Ключові слова
виховання, діти дошкільного віку, затримка психічного розвитку, спеціальний заклад освіти, модель виховання, upbringing, preschool children, mental retardation, special education institution, model of upbringing, вихованість
Бібліографічний опис
Чистякова, І. А. Структурно-логічна модель виховання дітей дошкільного віку з особливими освітніми потребами в спеціальних закладах освіти [Текст] / І. А. Чистякова // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. Є. Антонова та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2019. – № 5 (89). – С. 301–315.