Pogozhina, Irina N.

Relevance. Specialists providing psychological assistance to children with developmental disorders use programs based on different determination models. Each model and the resulting technology solves a well-defined range of problems and has limitations. The content of the models, as a rule, is not reflected, which reduces their efficiency. 

Purpose of the work is to compare the models determining the development of the psyche and behavior as the basis for constructing programs of psychological assistance to children with special needs. 

Method. Theoretical critical analysis and synthesis of literature on the research problem. 

Results. The contents of determination models of the development of the psyche and behavior (classical, neo-classical, post-neo-classical) are compared according to 4 characteristics. The types of determination factors and psychological assistance programs for children with developmental disorders are analyzed. A comparative analysis of psychological assistance programs and deterministic models on the basis of which they are built is carried out. The limitations of the models when using them to build developing programs are highlighted and described. It is shown how groups of factors under study are taken into account in the content of training programs. The limitations of models are highlighted and described. An innovative technology and algorithm for studying the system of determination influences in the framework of the post-neo-classical model of the private level for their use in research and practice of helping difficult children is proposed. 

Conclusions. Determination models can be practically reviewed as clarifying and complementing each other. Understanding the possibilities and limitations of intervention technologies developed on the basis of different models expands the possibilities of providing psychological assistance to children and adolescents with developmental disabilities. 

The groups of external factors that determine the indicators of the development of "difficult" children do not fundamentally differ from those of normo-typical children.

Groups of internal factors related to the indicators of the viability of a child and adolescent with developmental disabilities can act as learning goals in the construction of programs for psychological and pedagogical assistance to difficult children.

The analysis of psychological assistance programs for children with special needs has shown that they are based on classical and neo-classical models and have both strengths and limitations due to the concepts of the systemic nature of the human psyche embedded in the models.

Background. The transition from the analog economy to the digital one has been accompanied by the digitalization of all spheres of life, in particular the sphere of education, and according to the decree of the government of the Russian Federation, it requires a revision of goals, educational content, and the development of new tools that provide for lifelong learning, as well as the construction of new competency models.

Objective. To carry out a comparative logical-categorical analysis of various models describing digital competencies based on a review of domestic and foreign studies, and determine the content and place of digital competencies in modern competency models.

Design. Critical analysis and synthesis of the literature on the problems of digital competence.

Results. The vector of economic development in the Russian Federation will shift to the development of the knowledge economy over the next 10 years. This transition creates a number of problems: 1) The students are much more savvy than their teachers in the use of digital technologies, as they were immersed in the digital environment from early childhood; and 2) There is no single approach to the definition of the term "digital competence." The first part of this paper presents an analysis of the existing definitions, content, and types of digital competency. The second is a comparison of different models of digital competencies. The third part is about the inconsistency of the results of empirical research on the benefits and harms of digital technology for the mental development of children.

Conclusions. 1. Ubiquitous digitalization creates the need to develop a new competency model for the knowledge economy. 2. The concept of "digital literacy" is included in the concept of "digital competence" on the principle of "part-whole." 3. Science provides more and more evidence of the positive impact of the digital environment on the development of the psyche and human behavior. 4. A systematic approach to the formation of digital competence is needed in the form of specialized educational programs based on generalized instructions (indicative principles of action), taking into account the age characteristics of students.

Relevance. The individualization of education, the rapid expansion of the sphere of digital knowledge and the risks associated with cyber-socialization put the problem of a professional psychological organization and pedagogical “accompaniment” of individual trajectories of education for children and adolescents.

Objective. Identification the invariable elements of activity to support individual learning trajectories.

Methods. Analysis of literature; synthesis of theoretical and empirical (case study) methods.

Results. According to the comparative analysis of the approaches to the mentoring organization, the structures of the activities of the tutor, the curator (facilitator), the coach, as well as the essential and formal limitations of the various approaches in solving the problems of accompanying individual learning paths identified and described. It was founds that the compared approaches have fundamentally different attitudes towards the subject of activity. Academic tutoring is more effective in modern educational environments in comparison with curatorship and coaching. The stages of accompanying the individual trajectory of learning, carried out within the framework of psychological counseling for adults, were determined empirically.

Conclusions. The acts of transformations in the structure of the activity of an academic tutor fully correlate with the stages of tutoring humanistic counseling, and can be transfer to work with children, taking into account the specifics of each particular age and personal characteristics of the pupil. A general orientation of the activity on accompanying the individual training trajectory has been develop, which can become the basis for training mentor specialists and be used in the work of tutors.

In this article the existing approaches to the formation of complex communicative skills are analyzed in terms of selection and structuring of knowledge that has to be appropriated by a student and in terms of technologies of the knowledge acquisition within the socio-psychological training. An innovative approach to the formation of complex communicative skills (the activity group training) is described in this article. The approach is based on the P.Ya. Galperin’s method of systematic and gradual formation of mental actions. The new method combines the advantages of an activity approach and group training as an active learning method. 

In the study the levels decentration development obtained by Hughes and Piaget’s methods are compared both among themselves and with the levels of formation of classification, seriation logical operations and conservation principle understanding at preschool children. Statistically significant correlation interdependence (r-Spearman) between all investigated indicators is proved. The Piaget’s position on the importance of cognitive egocentrism as the starting point of child development, determined the logic thinking characteristics of the child was substantiated, it is necessary to consider all characteristics of logic thinking by designing and evaluating of decentration diagnostic methods. It is concluded that the Hughes and Piaget’s decentration diagnostic methods should be viewed as complementary rather than mutually exclusive when assessing the overall level of development of logical thinking of the child.

The aim of experimental study is testing of the possibility and efficiency of conservation understanding formation in preschool children through the formation of their logical operations of classification and seriation. New training methods of classification and seriation were developed. They are based on the mastery of the actions belonging to the composition and structure of the data logic operations. Parallel formation of logical operations of classification and seriation using these new techniques allowed the subject not only to master these logic operations in a full, but also let the children overcome nonconservation phenomena. The possibility of formation of some concrete-operational structures of intelligence (understanding of the conservation principle) through other specific-operational structures of intelligence (the composition and structure of logical operations of classification and seriation) was proved for the first time.

The experimental research is directed on verifying of possibility and efficiency of formation of logic operations (classification, ranking) and understanding of a principle of conservation through formation of the decentration ability at children by the method developed by authors. Following positions are substantiated and confirmed. Formation of the decentration ability at children of the senior preschool age in the course of specially organized training influences on change of degree of intensity of an egocentrism and raises the decentration ability, influences on change of logic operations (classification, ranking) formation and understanding of a principle of conservation (length, quantity of substance and water volume) level. All changes after the formation are nonrandom.