Psychological and pedagogical principles of the organization of distance learning of primary school-aged children with cognitive development disorder

Autores/as

DOI:

https://doi.org/10.46502/issn.1856-7576/2022.16.02.15

Palabras clave:

distance education, coronavirus, child psychology, health services.

Resumen

The research involved children and parents of primary school-aged children with cognitive development disorder, as well as scientific and pedagogical workers who organized the psychological and pedagogical principles for organizing distance learning. The purpose of the research lies in establishing how effectively children, parents and their teachers cope with online distance learning during the pandemic, as well as investigating the extent to which such educational technology affects the emotional and behavioural state of the child. The research methodology is based on complexity. In the course of the research, the method of pedagogical experiment was used; observation and questionnaire methods were also introduced; the descriptive method, analysis and synthesis were used to review the theoretical material. The hypothesis lies in the fact that distance online education increases academic difficulties, changes the behavioural and emotional picture of a child with cognitive development disorder; consequently, the behaviour and emotional background will be limited by certain parameters, and this requires the active involvement of parents and teachers in the distance work process. The results of the research have revealed that distance education causes a number of restrictions for children with cognitive development disorder, namely: concentration of attention has decreased, anxiety has increased, and sleep has worsened. Behavioural changes predicted increased restlessness and aggression. Parents and teachers have had methodological, academic and everyday difficulties; all participants in the educational process have been more limited in the conditions of online distance learning. A complex of psychological and pedagogical fundamentals of education, additional classes with parents, and consultations with teachers help to cope with negative changes. In the future, it is worth continuing the study of the impact of the using psychological and pedagogical measures in the conditions of distance education, their impact on eliminating difficulties and improving the behaviour and emotional states of all participants in the educational process.

Biografía del autor/a

Yuliia Sosnich, Municipal educational institutions of the Dnipropetrovsk Regionals Council “Special school “CHANCE” Ukraine.

Graduate Student, Speech Therapist, Special school, Municipal educational institutions of the Dnipropetrovsk Regionals Council “Special school “CHANCE” Ukraine.

Kristina Torop, Municipal educational institution of the Dnipropetrovsk Regional Council “Special School “CHANCE” Ukraine.

Candidate of Psychological Sciences, Headmaster, Special School, Municipal educational institution of the Dnipropetrovsk Regional Council “Special School “CHANCE” Ukraine.

Tetiana Dehtiarenko, Sumy State Pedagogical University named after A.S. Makarenko, Sumy, Ukraine.

DSc. of Pedagogical Sciences, Professor, Head of the Department of Special and Inclusive Education, Sumy State Pedagogical University named after A.S. Makarenko, Sumy, Ukraine.

Oleksandr Kolyshkin, Sumy State Pedagogical University named after A.S. Makarenko, Ukraine.

Candidate of Pedagogical Sciences, Associate Professor of the Department of Special and Inclusive Education, Educational and Scientific Institute of Pedagogy and Psychology, Department of Special and Inclusive Education, Sumy State Pedagogical University named after A.S. Makarenko, Ukraine.

Yurii Kosenko, Sumy State Pedagogical University named after A.S. Makarenko, Sumy, Ukraine.

Candidate of Pedagogical Sciences, Associate Professor, Associate Professor of the Department of Special and Inclusive Education, Sumy State Pedagogical University named after A.S. Makarenko, Sumy, Ukraine.

Iryna Omelchenko, National Academy of Educational Sciences of Ukraine.

DSc. of Psychological Sciences, Senior Researcher, a leading researcher of the Department of Psychological and Pedagogical Support for Children with Special Needs Mykola Yarmachenko Institute of Special Education and Psychology of the National Academy of Educational Sciences of Ukraine.

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Publicado

2022-08-02

Cómo citar

Sosnich, Y., Torop, K., Dehtiarenko, T., Kolyshkin, O., Kosenko, Y., & Omelchenko, I. (2022). Psychological and pedagogical principles of the organization of distance learning of primary school-aged children with cognitive development disorder. Revista Eduweb, 16(2), 208–222. https://doi.org/10.46502/issn.1856-7576/2022.16.02.15

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