Monitoring of the Success Rate of Socialization in Preschoolers with Developmental Disorders

Abstract

The review of the studies suggests that children with developmental disorders experience difficulties in social adaptation, but the nature of these difficulties in children with speech, hearing, visual, motor, and emotional impairments (with intact intelligence) has not been revealed. The purpose of the research was to study indicators of socialization of children with dysontogenesis. Monitoring involved 438 children aged 5-7 years with and without developmental disorders who attend preschool educational institutions in Russia. The methods that we used included “The scale of emotional distress and atypical behavior†(Kazmin), “Emotional faces†(Semago), “Determination of the cultural congruence of a younger schoolchild†(Bayanova), a set of methods for determining the level of the development of communicative skills of preschoolers (Veraksa), "Try-to-guess" (Peresleni), surveillance of a child in an organized and free activity (Samokhvalova’s technique). It was revealed that children of all nosological groups have difficulties with social adaptation, obtaining social experience and mastering the rules in a normative situation. Especially high indices of maladaptive behavior were noticed in children with motor and emotional disorders. The lowest indices in all types of activities were found in children with emotional disorders, who have poor interaction with adults and peers and use irrational or random strategies in forecasting. The study allows us to suggest the need for special corrective developmental classes aimed at developing successful social behavior in children with developmental disorders