Research on reflective-evaluative competence in pupils with intellectual disabilities
Keywords:
programming, competence, normal-typical development, intellectual development disorders, children with special needs.
Abstract
The aim is to conduct empirical research on the formation of reflective-evaluative competence in primary pupils with intellectual disabilities and to determine effective methods to develop it. Methods: tests with standardized questionnaires, methods for checking the logic of motivating dialogue, comparative analysis, quantitative and qualitative content-analysis. We established that disorders in the functioning of reflection in primary pupils are observed in changeable or unfamiliar situations: rejection to solve a problem, desire to simplify a task, justification of their inability, avoidance of difficulties. We registered that insufficient development of self-control and self-esteem causes faults in programming and performing activity. We identified difficulties in verbalizing a plan of actions showing the respondents’ inability to compare and substantiate practical and mental operations. Disorders in reflective-evaluative competence are insufficient development of reflection, self-control, self-esteem and self-correction that does not allow primary pupils to organize their mental actions purposefully.
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References
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Konopkin, O. А. (2012). Conscious self-regulation as a criterion of subjectivity. Bulletin of the practical psychology of education, 4, 97–101. https://elibrary.ru/item.asp?id=37401776
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Lubovsky, V. I. (1989). Psychological problems of diagnosing anomalous development of children. Moscow: Pedagogy.
Luria, A. R. (1996). Neuropsychology and problems of education in secondary schools. Moscow: IPP. http://childpsy.ru/lib/books/id/8250.php
Martel, M. M. (2007). Childhood and adolescent resiliency, regulation, and executive functioning in relation to adolescent problems and competence in a high-risk sample. Development and Psychopathology, 19, 541–563.
Mislavsky, Yu. A. (1988). Self-regulation and creative activity of the personality. Questions of psychology, 3, 71–78.
Miyer, T., Holodiuk, L., Omelchuk, S., Savosh, V., Bondarenko, H., Romanenko, L., & Romanenko, K. (2021a). An Overview of the Continuous Education System Components in Dimensions “Umwelt”, “Mitwelt” and “Eigenwelt”. AD ALTA: Journal of Interdisciplinary Research, 11(1), 52-56. http://www.magnanimitas.cz/ADALTA/110117/papers/A_10.pdf
Miyer, T., Holodiuk, L., Omelchuk, S., Savosh, V., Bondarenko, H., Rudenko, N., & Shpitsa, R. (2021b). ICT as a Means of Implementing thematic FIN-modeling in the organization of training in institutions of higher pedagogical and adult education. AD ALTA: Journal of Interdisciplinary Research, 11(1), 26-32. http://www.magnanimitas.cz/ADALTA/110118/papers/A_05.pdf
Nosov, P., Palamarchuk, I., Zinchenko, S., Popovych, I., Nahrybelnyi, Y., & Nosova, H. (2020a). Development of means for experimental identification of navigator attention in ergatic systems of maritime transport. Bulletin of the University of Karaganda – Physics, 1(97), 58–69, 0.31489/2019Ph1/58-69
Nosov, P. S., Zinchenko, S. M., Popovych, I. S., Ben, A. P., Nahrybelnyi Y. А., & Mateichuk, V. M. (2020b). Diagnostic system of perception of navigation danger when implementation complicated maneuvers. Radio Electronics, Computer Science, Control, 1, 146–161. https://doi.org/10.15588/1607-3274-2020-1-15
Osnitskii, A. (2001). The structure, content and functions of person's regulatory experience. (Extended abstract of Doctor’s thesis). RAS Psychological Institute. Moscow. http://www.dslib.net/obwaja-psixologia/struktura-soderzhanie-i-funkcii-reguljatornogo-opyta-cheloveka.html
Piaget, J. (1977). Recherches sur l’abstraction reflechissantes. Paris: PUF.
Popovych, I., Laliuk, G., Aleksieieva, M., Popovych, A., Bondarenko, V., Kovtun, O. & Tsiuniak, O. (2020a). Sociocultural metrics of the personal paradigm of orphans’ upbringing in pedagogical theory and practice of Ukraine. Revista Inclusiones, 7(3), 343–356. http://www.revistainclusiones.org/index.php/inclu/article/view/1638
Popovych, I., Zhigarenko, I., Losiyevska, O., Dovbenko, S., Kashyrina, Ye., Shevchenko, R., & Piletska, L. (2020b). Research of Achievement Motivation’s Impaction the Career Orientations of Future Managers of Organization. Revista Inclusiones, 7(SI), 247–263. http://www.revistainclusiones.org/index.php/inclu/article/view/1231
Prokhorenko, L. I., & Kostenko, T. M. (2020). Research of psychological and pedagogical typologization of mental developmental delay of schoolchildren. Insight: the psychological dimensions of society, 4, 111-131. https://doi.org/10.32999/2663-970X/2020-4-7
Prokhorenko, L. I. (2015). Formation of self-regulation in mathematics lessons in primary school children with mental retardation. Chernivtsi, Bukrek. http://catalog.odnb.odessa.ua/opac/index.php?url=/notices/index/IdNotice:324222/Source:default
Prokhorenko, L. I., & Romanenko, O. V. (2019). Specificity of classifying objects of informational area by children with mental retardation. Information Technologies and Learning Tools, 74(6), 266–277. http://nbuv.gov.ua/UJRN/ITZN_2019_74_6_22
Prokhorov, A. O. (2005). Self-regulation of mental states: phenomenology, mechanisms, patterns. Moscow: Nauka. https://biblioclub.ru/index.php?page=book&id=86332
Romanenko, O. V. (2020). The development of sensory-perceptual processes of the psyche in conditions of norm and organic pathology (CP). Insight: the psychological dimensions of society, 4, 132-144. https://doi.org/10.32999/2663-970X/2020-4-8
Sak, T.W. (2014). A differentiating approach to teaching pupils with special educational needs. Scientific Bulletin of the NPU named after M. P. Drahomanov. Series 19: Correction pedagogy and special psychology, 26, 215–219. http://enpuir.npu.edu.ua/handle/123456789/7718
Shatskaya, I. (2021). Assessment of the quality of the educational process for students with disabilities. Apuntes Universitarios, 11(4), 548–559. https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/856
Shevchenko, R., Cherniavskyi, V., Zinchenko, S., Palchynska, M., Bondarevich, S., Nosov, P., & Popovych, I. (2020). Research of psychophysiological features of response to stress situations by future sailors. Revista Inclusiones, 7(SI), 566–579. http://www.revistainclusiones.org/index.php/inclu/article/view/1780
Shkola, O., Griban, G., Prontenko, K., Fomenko, O., Zhamardiy, V., Bondarenko, V., Bezpaliy, S., Andreychuk, V., Tkachenko, P., Zhukovskyi, Ye., Novitska, I., & Bloshchynskyi, I. (2019). Formation of valuable orientations in youth during physical training. International Journal of Applied Exercise Physiology, 8(3.1), 264-272. DOI: 10.26655/IJAEP.2019.10.1
Sinov, V. M. (2007). Correction psycho-pedagogy. Oligophrenopedagogy. Kyiv: The Publishing House of the NPU named after M. P. Drahomanov. https://ua1lib.org/book/3265418/5d4d81?id=3265418&secret=5d4d81
Torrance, E. P. (1974). Torrance tests of creative thinking. Bensenville, IL: Scholastic Testing Service. https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/referencespapers.aspx?referenceid=876051
Wenger, L. A. (1978). Diagnostics of intellectual development in preschoolers. Moscow: Pedagogy. http://childpsy.ru/lib/books/id/8235.php
World Medical Association Declaration of Helsinki. (2013). Ethical principles for medical research involving human subjects. JAMA, 310(20), 2191-4. https://doi.org/10.1001/jama.2013.281053
Yakovleva, S. D. (2019). Individualization and differentiation at teaching of pupils with cognitive development disorders. Insight: the psychological dimensions of society, 1, 110-116. https://doi.org/10.32999/2663-970X/2019-1-17
Zaporozhets, A. V. (1986). Mental development of a child. Moscow: Pedagogy. http://театршкола.екатеринбург.рф/file/166a54bf1eb95fceada11e498e4bab86
Baumeister, R. F. (2014). Self-regulation, ego depletion, and inhibition. Neuropsychologia, 65, 313–319.
Blynova, O., Chervinska, I., Kazibekova, V., Bokshan, H., Yakovleva, S., Zaverukha, O., & Popovych, I. (2020a). Social and Psychological Manifestations of Professional Identity Crisis of Labor Migrants. Revista Inclusiones, 7(3), 93–105. http://www.revistainclusiones.org/index.php/inclu/article/view/1318
Blynova, O., Kisil, Z., Tkach, T., Semenova, N., Semenov, O., Kamisnka, S., & Popovych, I. (2020b). Psychological manifestations of professional marginality of future social welfare professionals. Revista Inclusiones, 7(SI), 218–233. http://www.revistainclusiones.org/index.php/inclu/article/view/1229
Blynova, O., Kostenko, T., Nesin, Y., Fedorova, O., Chaban, O., Pyslar, A., & Popovych, I. (2021). Research of the Relationship between Perfectionism and Feelings of Loneliness of Youths. Postmodern Openings, 12(2), 01-17. https://doi.org/10.18662/po/12.2/294
Blynova, O., Lappo, V., Kalenchuk, V., Agarkov, O., Shramko, I., Lymarenko, L., & Popovych, I. (2020c). Corporate Culture of a Higher Education Institution as a Factor in Forming Students’ Professional Identity. Revista Inclusiones, 7(SI), 481–496. http://www.revistainclusiones.org/index.php/inclu/article/view/1305
Blynova, O., Moiseienko, V., Los, O., Burlakova, I., Yevdokimova, O., Toba, M., & Popovych, I. (2020d). Assertiveness as a Factor of Students’ Choice of Behavior Strategies in Social Interaction. Revista Inclusiones, 7(4), 259–272. http://www.revistainclusiones.org/index.php/inclu/article/view/1551
Blynova, O., Popovych, I., Semenova, N., Kashyrina, Ye., Ursulenko, O., & Kononenko, O. (2020e). Personality Factors of Choosing Adaptation Strategies in a Different Cultural Environment by Labor Migrants from Ukraine. Revista Amazonia Investiga, 9(32), 45–54. Retrieved from http://dx.doi.org/10.34069/AI/2020.32.08.5
Davydov, V. V. (2000). Types of generalization in teaching: Logical and psychological problems of constructing educational subjects. Moscow: Pedagogical Society of Russia. http://childpsy.ru/lib/books/id/8313.php
Drozd, L.V., & Bystrova, Yu. O. (2020). Features of communication of adolescents with intellectual disabilities in the interpersonal relations. Insight: the psychological dimensions of society, 3, 123-133. https://doi.org/10.32999/2663-970X/2020-3-9
Griban, G., Prontenko, K., Yavorska, T., Bezpaliy, S., Вublei, T., Marushchak, M., Pustoliakova, L., Andreychuk, V., Tkachenko, P., Zhukovskyi, Ye., Baldetskiy, A., & Bloshchynskyi, I. (2019). Non-traditional means of physical training in middle school physical education classes. International Journal of Applied Exercise Physiology, 8(3.1), 224-32. DOI: 10.26655/IJAEP.2019.10.1
Halian, I., Machynska, N., Lozynska, S., Nos, L., Derkach, Yu., Prots, M., & Popovych, I. (2020). Tolerance of uncertainty as a component of the process of life-creation of future educators. Revista Inclusiones, 7 (SI), 512–528. http://www.revistainclusiones.org/index.php/inclu/article/view/1307
Khmiliar, O., Popovych, I., Hrys, A., Pavliuk, M., Zavatska, N., Lytvynenko, O., & Blynova, O. (2020). Spatial Regulation of Personality Behavior in the Conditions of Progression of the COVID-19 Pandemic. Revista Inclusiones, 7(Especial), 289–306. http://www.revistainclusiones.org/index.php/inclu/article/view/1760
Konopkin, O. А. (2012). Conscious self-regulation as a criterion of subjectivity. Bulletin of the practical psychology of education, 4, 97–101. https://elibrary.ru/item.asp?id=37401776
Kopp, C. B. (1982). Antecedents of self-Regulation a developmental perspective. Developmental Psychology, 18(2), 199–214.
Lubovsky, V. I. (1989). Psychological problems of diagnosing anomalous development of children. Moscow: Pedagogy.
Luria, A. R. (1996). Neuropsychology and problems of education in secondary schools. Moscow: IPP. http://childpsy.ru/lib/books/id/8250.php
Martel, M. M. (2007). Childhood and adolescent resiliency, regulation, and executive functioning in relation to adolescent problems and competence in a high-risk sample. Development and Psychopathology, 19, 541–563.
Mislavsky, Yu. A. (1988). Self-regulation and creative activity of the personality. Questions of psychology, 3, 71–78.
Miyer, T., Holodiuk, L., Omelchuk, S., Savosh, V., Bondarenko, H., Romanenko, L., & Romanenko, K. (2021a). An Overview of the Continuous Education System Components in Dimensions “Umwelt”, “Mitwelt” and “Eigenwelt”. AD ALTA: Journal of Interdisciplinary Research, 11(1), 52-56. http://www.magnanimitas.cz/ADALTA/110117/papers/A_10.pdf
Miyer, T., Holodiuk, L., Omelchuk, S., Savosh, V., Bondarenko, H., Rudenko, N., & Shpitsa, R. (2021b). ICT as a Means of Implementing thematic FIN-modeling in the organization of training in institutions of higher pedagogical and adult education. AD ALTA: Journal of Interdisciplinary Research, 11(1), 26-32. http://www.magnanimitas.cz/ADALTA/110118/papers/A_05.pdf
Nosov, P., Palamarchuk, I., Zinchenko, S., Popovych, I., Nahrybelnyi, Y., & Nosova, H. (2020a). Development of means for experimental identification of navigator attention in ergatic systems of maritime transport. Bulletin of the University of Karaganda – Physics, 1(97), 58–69, 0.31489/2019Ph1/58-69
Nosov, P. S., Zinchenko, S. M., Popovych, I. S., Ben, A. P., Nahrybelnyi Y. А., & Mateichuk, V. M. (2020b). Diagnostic system of perception of navigation danger when implementation complicated maneuvers. Radio Electronics, Computer Science, Control, 1, 146–161. https://doi.org/10.15588/1607-3274-2020-1-15
Osnitskii, A. (2001). The structure, content and functions of person's regulatory experience. (Extended abstract of Doctor’s thesis). RAS Psychological Institute. Moscow. http://www.dslib.net/obwaja-psixologia/struktura-soderzhanie-i-funkcii-reguljatornogo-opyta-cheloveka.html
Piaget, J. (1977). Recherches sur l’abstraction reflechissantes. Paris: PUF.
Popovych, I., Laliuk, G., Aleksieieva, M., Popovych, A., Bondarenko, V., Kovtun, O. & Tsiuniak, O. (2020a). Sociocultural metrics of the personal paradigm of orphans’ upbringing in pedagogical theory and practice of Ukraine. Revista Inclusiones, 7(3), 343–356. http://www.revistainclusiones.org/index.php/inclu/article/view/1638
Popovych, I., Zhigarenko, I., Losiyevska, O., Dovbenko, S., Kashyrina, Ye., Shevchenko, R., & Piletska, L. (2020b). Research of Achievement Motivation’s Impaction the Career Orientations of Future Managers of Organization. Revista Inclusiones, 7(SI), 247–263. http://www.revistainclusiones.org/index.php/inclu/article/view/1231
Prokhorenko, L. I., & Kostenko, T. M. (2020). Research of psychological and pedagogical typologization of mental developmental delay of schoolchildren. Insight: the psychological dimensions of society, 4, 111-131. https://doi.org/10.32999/2663-970X/2020-4-7
Prokhorenko, L. I. (2015). Formation of self-regulation in mathematics lessons in primary school children with mental retardation. Chernivtsi, Bukrek. http://catalog.odnb.odessa.ua/opac/index.php?url=/notices/index/IdNotice:324222/Source:default
Prokhorenko, L. I., & Romanenko, O. V. (2019). Specificity of classifying objects of informational area by children with mental retardation. Information Technologies and Learning Tools, 74(6), 266–277. http://nbuv.gov.ua/UJRN/ITZN_2019_74_6_22
Prokhorov, A. O. (2005). Self-regulation of mental states: phenomenology, mechanisms, patterns. Moscow: Nauka. https://biblioclub.ru/index.php?page=book&id=86332
Romanenko, O. V. (2020). The development of sensory-perceptual processes of the psyche in conditions of norm and organic pathology (CP). Insight: the psychological dimensions of society, 4, 132-144. https://doi.org/10.32999/2663-970X/2020-4-8
Sak, T.W. (2014). A differentiating approach to teaching pupils with special educational needs. Scientific Bulletin of the NPU named after M. P. Drahomanov. Series 19: Correction pedagogy and special psychology, 26, 215–219. http://enpuir.npu.edu.ua/handle/123456789/7718
Shatskaya, I. (2021). Assessment of the quality of the educational process for students with disabilities. Apuntes Universitarios, 11(4), 548–559. https://apuntesuniversitarios.upeu.edu.pe/index.php/revapuntes/article/view/856
Shevchenko, R., Cherniavskyi, V., Zinchenko, S., Palchynska, M., Bondarevich, S., Nosov, P., & Popovych, I. (2020). Research of psychophysiological features of response to stress situations by future sailors. Revista Inclusiones, 7(SI), 566–579. http://www.revistainclusiones.org/index.php/inclu/article/view/1780
Shkola, O., Griban, G., Prontenko, K., Fomenko, O., Zhamardiy, V., Bondarenko, V., Bezpaliy, S., Andreychuk, V., Tkachenko, P., Zhukovskyi, Ye., Novitska, I., & Bloshchynskyi, I. (2019). Formation of valuable orientations in youth during physical training. International Journal of Applied Exercise Physiology, 8(3.1), 264-272. DOI: 10.26655/IJAEP.2019.10.1
Sinov, V. M. (2007). Correction psycho-pedagogy. Oligophrenopedagogy. Kyiv: The Publishing House of the NPU named after M. P. Drahomanov. https://ua1lib.org/book/3265418/5d4d81?id=3265418&secret=5d4d81
Torrance, E. P. (1974). Torrance tests of creative thinking. Bensenville, IL: Scholastic Testing Service. https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/referencespapers.aspx?referenceid=876051
Wenger, L. A. (1978). Diagnostics of intellectual development in preschoolers. Moscow: Pedagogy. http://childpsy.ru/lib/books/id/8235.php
World Medical Association Declaration of Helsinki. (2013). Ethical principles for medical research involving human subjects. JAMA, 310(20), 2191-4. https://doi.org/10.1001/jama.2013.281053
Yakovleva, S. D. (2019). Individualization and differentiation at teaching of pupils with cognitive development disorders. Insight: the psychological dimensions of society, 1, 110-116. https://doi.org/10.32999/2663-970X/2019-1-17
Zaporozhets, A. V. (1986). Mental development of a child. Moscow: Pedagogy. http://театршкола.екатеринбург.рф/file/166a54bf1eb95fceada11e498e4bab86
Published
2021-11-25
How to Cite
Prokhorenko, L., Popovych, I., Sokolova, H., Yarmola, N., & Forostian, O. (2021). Research on reflective-evaluative competence in pupils with intellectual disabilities. Amazonia Investiga, 10(46), 138-151. https://doi.org/10.34069/AI/2021.46.10.13
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