Pub Date : 2021-09-24DOI: 10.18500/2304-9790-2021-10-3-279-280
A. A. Golovanova, M. Klenova
The article provides information on the forthcoming international scientific conference “Strakhov Readings – 2021”, which will be held on November 11–12, 2021. The conference continues the tradition of holding annual Strakhov Readings in memory of the founder of Saratov Psychological School, the first head of the Department of Psychology of Saratov State Pedagogical Institute, Professor I. V. Strakhov.
{"title":"Strakhov Readings – 2021: International Scientific Conference","authors":"A. A. Golovanova, M. Klenova","doi":"10.18500/2304-9790-2021-10-3-279-280","DOIUrl":"https://doi.org/10.18500/2304-9790-2021-10-3-279-280","url":null,"abstract":"The article provides information on the forthcoming international scientific conference “Strakhov Readings – 2021”, which will be held on November 11–12, 2021. The conference continues the tradition of holding annual Strakhov Readings in memory of the founder of Saratov Psychological School, the first head of the Department of Psychology of Saratov State Pedagogical Institute, Professor I. V. Strakhov.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75136849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-24DOI: 10.18500/2304-9790-2021-10-3-209-219
V. Tolochek
The relevance of studying resilience is among other things conditioned by faster evolution of social objects, increase in general uncertainty, lack of stability, complexity and ambiguity of the dynamics of their state, which, in their turn, lead to an increase in the requirements for adaptation mechanisms of an individual and social groups (families, collectives, sports teams, managerial or project teams); the importance of an individual’s socio-psychological and psychological resources is increasing. Not all spontaneously formed adaptation mechanisms of individual and group subjects are developed in a timely manner, correspond to life situations or change optimally in accordance with changes in the purposes and requirements of the environment. The purpose of the study is to investigate human resilience under conditions of uncertainty; the subjects of the study are social and psychological mechanisms and resources of human resilience; the research methods are historical and theoretical analysis and analysis of the empirical research results. The hypothesis is that maintaining resilience of an individual and social groups through the development of prosocial behavior mechanisms according to the specific model (prototype) is the first stage. Subsequent stages of resilience development presuppose formation of adaptation mechanisms initiated and supported by the evolution of the subject’s “internal conditions”. It is stated that the two states of a person are considered within the boundaries of historically formed paradigms: “below the norm” and “within the norm” of social, psychological and physical functioning. Its characteristics are described by such concepts as “improvement”, “positive adaptation”, “preservation”, “optimal state”, etc. Resilience is viewed as the person’s achievement and maintenance of “social homeostasis” with an orientation towards pro-social behavior models of others and reproduction of such models. Individual’s advancement to a higher level of social functioning and his/her positive professional evolution are often associated with repeated changes and complications of the social conditions of social environment (medium), with the growth in its “resistance”; they remain understudied and retain a kind of “terra incognita” status. One of the possible and probable approaches that contribute to overcoming the binary thinking of the historically established paradigm can be the use of a new methodology, i.e. construction of system triads (that recreate social objects’ integrity) and linear triads that restore the sequences of social objects’ syntheses when they are integrated into systems of a greater generality.
{"title":"Terra incognita of vitality problem: Open issues. Part 2","authors":"V. Tolochek","doi":"10.18500/2304-9790-2021-10-3-209-219","DOIUrl":"https://doi.org/10.18500/2304-9790-2021-10-3-209-219","url":null,"abstract":"The relevance of studying resilience is among other things conditioned by faster evolution of social objects, increase in general uncertainty, lack of stability, complexity and ambiguity of the dynamics of their state, which, in their turn, lead to an increase in the requirements for adaptation mechanisms of an individual and social groups (families, collectives, sports teams, managerial or project teams); the importance of an individual’s socio-psychological and psychological resources is increasing. Not all spontaneously formed adaptation mechanisms of individual and group subjects are developed in a timely manner, correspond to life situations or change optimally in accordance with changes in the purposes and requirements of the environment. The purpose of the study is to investigate human resilience under conditions of uncertainty; the subjects of the study are social and psychological mechanisms and resources of human resilience; the research methods are historical and theoretical analysis and analysis of the empirical research results. The hypothesis is that maintaining resilience of an individual and social groups through the development of prosocial behavior mechanisms according to the specific model (prototype) is the first stage. Subsequent stages of resilience development presuppose formation of adaptation mechanisms initiated and supported by the evolution of the subject’s “internal conditions”. It is stated that the two states of a person are considered within the boundaries of historically formed paradigms: “below the norm” and “within the norm” of social, psychological and physical functioning. Its characteristics are described by such concepts as “improvement”, “positive adaptation”, “preservation”, “optimal state”, etc. Resilience is viewed as the person’s achievement and maintenance of “social homeostasis” with an orientation towards pro-social behavior models of others and reproduction of such models. Individual’s advancement to a higher level of social functioning and his/her positive professional evolution are often associated with repeated changes and complications of the social conditions of social environment (medium), with the growth in its “resistance”; they remain understudied and retain a kind of “terra incognita” status. One of the possible and probable approaches that contribute to overcoming the binary thinking of the historically established paradigm can be the use of a new methodology, i.e. construction of system triads (that recreate social objects’ integrity) and linear triads that restore the sequences of social objects’ syntheses when they are integrated into systems of a greater generality.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86194508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-24DOI: 10.18500/2304-9790-2021-10-3-275-278
A. Vagapova
It is an issue of great importance and necessity to study phenomenology of modern people’s social activity within the context of perceiving it as a source of transformation of oneself and of society as a whole. Changes in certain forms of manifestation of social activity, as well as the locus of its orientation are conditioned by the interaction between many factors pertaining to multi-level order, which are integrated into the dynamic regulatory-functional system, reveal peculiarities of social changes, and, at the same time, reflect the general socio-historical context. The monograph written by a group of authors (R. M. Shamionov, M. V. Grigoryeva, I. V. Arendachuk, E. E. Bocharova, N. V. Usova, M. A. Klenova, A. A. Sharov, A. I. Zagranichny) presents the results of theoretical and empirical studies of the phenomenology, mechanisms and factors of young people’s social activity according to provisions of the system-diachronic approach, which is being actively developed by Professor R. M. Shamionov’s scientific school. Varied empirical material helps to establish some facts that indicate contradictory trends of functional manifestation in the development and limitations of certain social activity forms in various life spheres, depending on the social and age status of an individual, conditions and stages of socialization, as well as the context of real and virtual environment. The team of authors made an attempt to develop and validate the tool for ev aluating a person’s adherence to various forms of social activity (R. M. Shamionov, I. V. Arendachuk, E. E. Bocharova, et. al.) and its components (R. M. Shamionov, M. V. Grigoryeva); to adapt and validate the questionnaire published in the English language called CYBA (Cyber-aggression Questionnaire for Adolescents, D. Álvarez-García, A. Barreiro-Collazo, J. C. Núñez, A. Dobarro) on the Russian-speaking sample (A. A. Sharov), which allowed to record destructive practices of social activity, which were implemented in the virtual environment. The team of authors would like to express hope that the monograph can serve as a tool to clarify some of the aspects of social activity and social behavior of modern young people and can be useful for students and graduate students, whose academic work is related to young people’s social activity.
把现代人的社会活动现象学看作是自身和整个社会转型的源泉，这是一个非常重要和必要的问题。社会活动的某些表现形式的变化及其取向的轨迹是由多层次秩序的诸多因素相互作用决定的，这些因素被整合到动态的调节功能系统中，揭示了社会变化的特殊性，同时也反映了一般的社会历史背景。由一组作者(r.m.沙米奥诺夫、m.v.格里戈里耶娃、i.v. Arendachuk、e.e. Bocharova、n.v. Usova、m.a. Klenova、a.a. Sharov、a.i. Zagranichny)撰写的专著，根据系统-历时方法的规定，介绍了对年轻人社会活动的现象学、机制和因素的理论和实证研究结果，该方法正在由r.m.沙米奥诺夫教授的科学学派积极发展。不同的经验材料有助于建立一些事实，这些事实表明，在不同的生活领域中，某些社会活动形式的发展和限制中，功能表现的矛盾趋势，取决于个人的社会和年龄地位，社会化的条件和阶段，以及真实和虚拟环境的背景。作者团队试图开发和验证评估一个人对各种形式的社会活动的坚持程度的工具(r.m. Shamionov, i.v. Arendachuk, e.e. Bocharova等)及其组成部分(r.m. Shamionov, m.v. Grigoryeva);在讲俄语的样本(A. A. Sharov)上采用并验证以英语出版的名为CYBA(青少年网络攻击问卷，D. Álvarez-García, A. Barreiro-Collazo, J. C. Núñez, A. Dobarro)的问卷，该问卷允许记录在虚拟环境中实施的社会活动的破坏性行为。作者团队希望这本专著可以作为澄清现代年轻人的社会活动和社会行为的一些方面的工具，并可以对学生和研究生有用，因为他们的学术工作与年轻人的社会活动有关。
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Pub Date : 2021-09-24DOI: 10.18500/2304-9790-2021-10-3-220-228
E. Ryaguzova
The article presents the results of a theoretical reflection on the main prerequisites and determinants of extremism as a complex sociopsychological phenomenon which poses a serious threat to international security. Purpose: to study social and socio-psychological determinants which contribute to and lead to breaking connections in the “I – Stranger” dyad as fundamentals of sociability (on the example of extremist groups). We identified social and socio-psychological factors (social tension, instability, uncertainty, stratified social isolation, group status, perceived discrimination, group ideology), serving as prerequisites for extremism, which contribute to breaking ties in the “I – Stranger” dyad along with psychological predictors. The example of extremist groups has shown that, on the one hand, breaking these connections leads to an exaggerated sense of “We”, erosion of individuality, depreciation of one’s own life and “self-erasure” against the background of group superiority and narcissism, on the other hand, it leads to depersonalization, demonization and dehumanization of “Stranger”, positioning him / her as a person who is not fully human, a faceless enemy. It has been established that breaking connections in representations of “I – Stranger” interaction facilitates the process associated with losing a sense of self as a key point in the construction and cognition of the social world and its replacement by the collective “We”. The applied aspect of the problem under study is the possibility of using the results of the analysis for developing preventive socio-psychological programmers and trainings aimed at preventing extremism and religious radicalism in the young people’s environment.
{"title":"Breaking connections in the representations of “I – Stranger” interaction: Determinants and prerequisites (the case study of extremist groups)","authors":"E. Ryaguzova","doi":"10.18500/2304-9790-2021-10-3-220-228","DOIUrl":"https://doi.org/10.18500/2304-9790-2021-10-3-220-228","url":null,"abstract":"The article presents the results of a theoretical reflection on the main prerequisites and determinants of extremism as a complex sociopsychological phenomenon which poses a serious threat to international security. Purpose: to study social and socio-psychological determinants which contribute to and lead to breaking connections in the “I – Stranger” dyad as fundamentals of sociability (on the example of extremist groups). We identified social and socio-psychological factors (social tension, instability, uncertainty, stratified social isolation, group status, perceived discrimination, group ideology), serving as prerequisites for extremism, which contribute to breaking ties in the “I – Stranger” dyad along with psychological predictors. The example of extremist groups has shown that, on the one hand, breaking these connections leads to an exaggerated sense of “We”, erosion of individuality, depreciation of one’s own life and “self-erasure” against the background of group superiority and narcissism, on the other hand, it leads to depersonalization, demonization and dehumanization of “Stranger”, positioning him / her as a person who is not fully human, a faceless enemy. It has been established that breaking connections in representations of “I – Stranger” interaction facilitates the process associated with losing a sense of self as a key point in the construction and cognition of the social world and its replacement by the collective “We”. The applied aspect of the problem under study is the possibility of using the results of the analysis for developing preventive socio-psychological programmers and trainings aimed at preventing extremism and religious radicalism in the young people’s environment.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87591257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-24DOI: 10.18500/2304-9790-2021-10-3-262-269
Larisa I. Cheremisinova, T. G. Firsova
The purpose of the study is to present the methodological fundamentals of the development of cultural and educational environment of the city within primary education. We proved the necessity of revising training techniques for teaching culture under conditions of higher education. We explained top priority of orientation towards humanitarian, anthropological and axiological approaches to organization of mastering local lore at school and university. The cultural and educational environment of the city, i.e. the place, where a person was born, is considered as a tool for the interiorization of universal human values. The study gave reasons for importance of involving children in local lore activities at primary school age. Local lore is considered as a scientific basis for designing the content of school subjects; as a cultural training, activity aimed at learning about the heritage of one’s native city, preserving and enhancing the cultural level of the region, its inner potential; as a social activity aimed at developing civic mindedness. The article determined the possibilities of using local lore to teach moral and spiritual values to primary schoolchildren. The study described experience of creating and implementing a project-based research-based master’s degree programme at Saratov State University, aimed at training primary school teachers to use local lore materials in the educational process at school. The article reveals the structural and content components of the educational programme, the main forms and teaching methods. The article outlines the topics for student projects in the field of literary, linguistic, mathematical, and ecological local lore. We presented various methodological forms of incorporating local material in the class and extracurricular activities of younger students: compilation of interactive educational resources (books, reference books, albums, presentations, didactic problem books), preparation of quest games, virtual excursions, subject and intersubject projects. The article gives examples of cross-curricular competitions, mathematical problems with regional content. The priority area is the immersion of students (both students and schoolchildren) in the cultural environment of the city, region.
{"title":"Mastering the pedagogical potential of cultural and educational city environment: The experience of implementing project-based master’s degree programme","authors":"Larisa I. Cheremisinova, T. G. Firsova","doi":"10.18500/2304-9790-2021-10-3-262-269","DOIUrl":"https://doi.org/10.18500/2304-9790-2021-10-3-262-269","url":null,"abstract":"The purpose of the study is to present the methodological fundamentals of the development of cultural and educational environment of the city within primary education. We proved the necessity of revising training techniques for teaching culture under conditions of higher education. We explained top priority of orientation towards humanitarian, anthropological and axiological approaches to organization of mastering local lore at school and university. The cultural and educational environment of the city, i.e. the place, where a person was born, is considered as a tool for the interiorization of universal human values. The study gave reasons for importance of involving children in local lore activities at primary school age. Local lore is considered as a scientific basis for designing the content of school subjects; as a cultural training, activity aimed at learning about the heritage of one’s native city, preserving and enhancing the cultural level of the region, its inner potential; as a social activity aimed at developing civic mindedness. The article determined the possibilities of using local lore to teach moral and spiritual values to primary schoolchildren. The study described experience of creating and implementing a project-based research-based master’s degree programme at Saratov State University, aimed at training primary school teachers to use local lore materials in the educational process at school. The article reveals the structural and content components of the educational programme, the main forms and teaching methods. The article outlines the topics for student projects in the field of literary, linguistic, mathematical, and ecological local lore. We presented various methodological forms of incorporating local material in the class and extracurricular activities of younger students: compilation of interactive educational resources (books, reference books, albums, presentations, didactic problem books), preparation of quest games, virtual excursions, subject and intersubject projects. The article gives examples of cross-curricular competitions, mathematical problems with regional content. The priority area is the immersion of students (both students and schoolchildren) in the cultural environment of the city, region.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87749546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-24DOI: 10.18500/2304-9790-2021-10-3-229-239
V. Alperovich
Various sociocultural, value-related and normative contexts of individual and group existence are simultaneously supported by the postmodern society. Their mismatch is partly responsible for intra- and interpersonal conflicts and crises in the system of relations. Therefore, nowadays researchers stay focused on the problem of systematizing the subject’s ideas about other people and other social phenomena. The problem is always relevant for international and Russian psychologists, since these cognitive formations affect the behavioral strategies of a person in everyday communication with people around him/her. The purpose of this theoretical study was to determine cognitive structures in interpretative repertoires of perceiving other people. The objects of the study were the phenomena of “interpretative repertoire”, “mental representations”, “social representations”, “frames”, mediating perception of communication partners as one’s “own” people and “alien” people. We formulated the hypothesis of the study regarding the interconnections of social representations, mental representations and frames as cognitive formations, which determine the interpretative repertoires in perceiving one’s “own” people and “alien” people, and those embodied in them. The following methods were applied: theoretical socio-psychological analysis of approaches to the phenomena of “interpretative repertoire”, “mental representations”, “social representations” and “frames” in Russian and foreign psychology; analysis of the results of the empirical research. The scientific novelty of the study is that for the first time a theoretical socio-psychological model of cognitive structures was developed in the interpretative repertoires of perceiving another person, as one’s “own” person or an “alien” person. We disclosed the interconnections between interpretative repertoires and social representations, mental representations and frames in social cognition based on the example of empirical studies of the subject’s ideas about one’s “own” people and “alien” people, “enemies” and “friends”. Their results indicate differences in the interpretative repertoires of describing another person in a metaphorical-narrative form.
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Pub Date : 2021-09-24DOI: 10.18500/2304-9790-2021-10-3-270-274
E. A. Maksimova
The purpose of the research presented in the article is to reveal the dependence of the changes in the requirements to students on the level of the development of the society. Its topicality is connected with the necessity to match the requirements to the students in the educational process and the character of professional tasks that would be solved by them in the future. The tasks, in their turn, are determined by the concept of labour in the intellectual labour society. The key characteristics of the activity-competence basis of professional activity are shown. It is supposed that the number of people involved in intellectual labour will continue to grow. Hence, it is emphasized that specialists working under such conditions should be ready for multifunction, for rotation, for improving their qualification. An example of transprofessional education aimed at achieving this goal is supplied. The main stages of its organization in foreign colleges are enumerated. The practical aspect of the problem of actualization of the requirements to the students can be fulfilled step by step. It begins with the professional orientation of the senior form students through motivating them to develop critical thinking, to master information processing methods, to get experience in command projecting. In the period of professional education in higher educational establishments it continues as formation of universal and general cultural competence of would-be specialists of different spheres of activity.
{"title":"Requirements to the students in humanistic educational environment","authors":"E. A. Maksimova","doi":"10.18500/2304-9790-2021-10-3-270-274","DOIUrl":"https://doi.org/10.18500/2304-9790-2021-10-3-270-274","url":null,"abstract":"The purpose of the research presented in the article is to reveal the dependence of the changes in the requirements to students on the level of the development of the society. Its topicality is connected with the necessity to match the requirements to the students in the educational process and the character of professional tasks that would be solved by them in the future. The tasks, in their turn, are determined by the concept of labour in the intellectual labour society. The key characteristics of the activity-competence basis of professional activity are shown. It is supposed that the number of people involved in intellectual labour will continue to grow. Hence, it is emphasized that specialists working under such conditions should be ready for multifunction, for rotation, for improving their qualification. An example of transprofessional education aimed at achieving this goal is supplied. The main stages of its organization in foreign colleges are enumerated. The practical aspect of the problem of actualization of the requirements to the students can be fulfilled step by step. It begins with the professional orientation of the senior form students through motivating them to develop critical thinking, to master information processing methods, to get experience in command projecting. In the period of professional education in higher educational establishments it continues as formation of universal and general cultural competence of would-be specialists of different spheres of activity.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81913433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-24DOI: 10.18500/2304-9790-2021-10-3-252-261
O. Silaeva, E. Shmeleva
The purpose of the research presented in the article is to identify and empirically substantiate the psychological indicators of safe social behavior of preschool children in an inclusive educational environment. The relevance of the study is connected with the need to prevent the risks of inclusive education associated with the manifestations of various forms of mental and physical violence against children with developmental disabilities from their peers. Presumably, the safe social behavior of children is determined by the following personal constructs: need-motivational, emotional-volitional, cognitive-cognitive, interpersonal-social ones. To confirm the theoretical model, an empirical study was conducted on the basis of an inclusive preschool educational organization in Shuya (N = 46, from 5 to 7 years old, girls-56%) using a set of psychodiagnostic tools: “Diagnostics of tolerance in preschool children in relation to peers with disabilities” (A. S. Sirotyuk, in the author’s modification); to fix the parameters of anxiety of a preschool child, the projective test of R. Temml, M. Dorka, V. Amen was used; the method of drawing frustration of S. Rosenzweig (modification of T. D. Marcinkovskaya, in the author’s interpretation); “The degree of involvement of older preschoolers in the game interaction with their peers” (S. G. Elizarov, modification of S. S. Zhuravleva); the drawing projective method “I am in kindergarten” (M. Bykova, in the author’s interpretation). It is established that the formation of psychological indicators of safe social behavior of preschool children is mainly at low or medium levels. It is shown that predictors of psychological well-being of preschool children in an inclusive educational environment, which is an integral indicator of safe social behavior, are indicators of social tolerance towards peers with developmental disabilities, empathy, readiness for mutual assistance, non-conflict, low anxiety, and involvement in game interaction. The obtained data should be taken into account when implementing inclusive education programs in preschool organizations.
本文的研究目的是识别并实证证实在全纳教育环境下学龄前儿童安全社会行为的心理指标。这项研究的相关性与需要预防全纳教育的风险有关，这些风险与同龄人对发育障碍儿童施加各种形式的精神和身体暴力的表现有关。据推测，儿童的安全社会行为是由以下个人构念决定的:需要-动机、情绪-意志、认知-认知、人际-社会构念。为验证理论模型，本研究以舒亚一家全纳学前教育机构为研究对象(N = 46, 5 - 7岁，女孩占56%)，采用一套心理诊断工具进行实证研究:“学龄前儿童对残疾同伴的宽容诊断”(a . S. Sirotyuk，作者修改);采用R. Temml、M. Dorka、V. Amen的投影测验确定学龄前儿童的焦虑参数;S. Rosenzweig(作者解释中对T. D. Marcinkovskaya的修改)的绘制挫败感的方法;“学龄前儿童在游戏中与同伴互动的参与度”(S. G. Elizarov, S. S. Zhuravleva的修改版);绘画投影法《我在幼儿园》(作者解读M. Bykova)。研究发现，学龄前儿童安全社会行为心理指标的形成主要处于中低水平。研究表明，在包容性教育环境中，学龄前儿童心理健康的预测指标是对有发育障碍的同龄人的社会容忍度、同理心、互助准备、无冲突、低焦虑和参与游戏互动的指标。在学前组织实施全纳教育项目时，应考虑到所获得的数据。
{"title":"Psychological indicators of safe social behavior of preschool children in an inclusive educational environment","authors":"O. Silaeva, E. Shmeleva","doi":"10.18500/2304-9790-2021-10-3-252-261","DOIUrl":"https://doi.org/10.18500/2304-9790-2021-10-3-252-261","url":null,"abstract":"The purpose of the research presented in the article is to identify and empirically substantiate the psychological indicators of safe social behavior of preschool children in an inclusive educational environment. The relevance of the study is connected with the need to prevent the risks of inclusive education associated with the manifestations of various forms of mental and physical violence against children with developmental disabilities from their peers. Presumably, the safe social behavior of children is determined by the following personal constructs: need-motivational, emotional-volitional, cognitive-cognitive, interpersonal-social ones. To confirm the theoretical model, an empirical study was conducted on the basis of an inclusive preschool educational organization in Shuya (N = 46, from 5 to 7 years old, girls-56%) using a set of psychodiagnostic tools: “Diagnostics of tolerance in preschool children in relation to peers with disabilities” (A. S. Sirotyuk, in the author’s modification); to fix the parameters of anxiety of a preschool child, the projective test of R. Temml, M. Dorka, V. Amen was used; the method of drawing frustration of S. Rosenzweig (modification of T. D. Marcinkovskaya, in the author’s interpretation); “The degree of involvement of older preschoolers in the game interaction with their peers” (S. G. Elizarov, modification of S. S. Zhuravleva); the drawing projective method “I am in kindergarten” (M. Bykova, in the author’s interpretation). It is established that the formation of psychological indicators of safe social behavior of preschool children is mainly at low or medium levels. It is shown that predictors of psychological well-being of preschool children in an inclusive educational environment, which is an integral indicator of safe social behavior, are indicators of social tolerance towards peers with developmental disabilities, empathy, readiness for mutual assistance, non-conflict, low anxiety, and involvement in game interaction. The obtained data should be taken into account when implementing inclusive education programs in preschool organizations.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76368805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-24DOI: 10.18500/2304-9790-2021-10-3-197-208
L. Pautova, Evgenia N. Zharinova
The article describes the results of scientific study reflection on acmeological technologies, which are the main mechanisms of adoption of a uniquely designed activity systems aimed at achieving a highly productive level of development of artistic potential in all participants. Significance of the study demonstrates that, in the context of professional education globalization, a teacher must apply highly productive educational technologies, perfecting the process of their professional and educational activities and developing mental work – creative readiness of a student for their individual professional activity. Hypothesis of the study: knowledge and introduction of highly productive acmeological technologies to professional and educational activity facilitate creative readiness in students for future activity and successful entry into forthcoming educational and professional system. According to acmeological theory of fundamental education, productive activity laws, an effort was made to classify acmeological technologies of professional and educational activity, definition and description of their features, results of their application taking into consideration a criterion of education quality in an educational system of different levels. Summarizing the results of the study 1) features of acmeological technologies as a method of productivity development of main subjects of educational system were theoretically proved and defined; 2) features of acmeological technologies of different levels of the educational system were selected and defined; 3) structural and functional elements of acmeological technologies in pedagogic activity were specified.
{"title":"Acmeological technologies of development and assessment of professional and educational activity productivity","authors":"L. Pautova, Evgenia N. Zharinova","doi":"10.18500/2304-9790-2021-10-3-197-208","DOIUrl":"https://doi.org/10.18500/2304-9790-2021-10-3-197-208","url":null,"abstract":"The article describes the results of scientific study reflection on acmeological technologies, which are the main mechanisms of adoption of a uniquely designed activity systems aimed at achieving a highly productive level of development of artistic potential in all participants. Significance of the study demonstrates that, in the context of professional education globalization, a teacher must apply highly productive educational technologies, perfecting the process of their professional and educational activities and developing mental work – creative readiness of a student for their individual professional activity. Hypothesis of the study: knowledge and introduction of highly productive acmeological technologies to professional and educational activity facilitate creative readiness in students for future activity and successful entry into forthcoming educational and professional system. According to acmeological theory of fundamental education, productive activity laws, an effort was made to classify acmeological technologies of professional and educational activity, definition and description of their features, results of their application taking into consideration a criterion of education quality in an educational system of different levels. Summarizing the results of the study 1) features of acmeological technologies as a method of productivity development of main subjects of educational system were theoretically proved and defined; 2) features of acmeological technologies of different levels of the educational system were selected and defined; 3) structural and functional elements of acmeological technologies in pedagogic activity were specified.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78160466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-24DOI: 10.18500/2304-9790-2021-10-3-188-196
V. I. Panov, N. Borisenko, K. Mironova, S. Shishkova
The relevance of the problem of adolescent behavior in the digital educational environment is conditioned by acceleration of education digitalization processes, which participate in the formation of a new type of behavior, i.e. digital behavior, that is defined as a system of actions associated with the use of the digital environment. The purpose of the present work is to investigate the current state of this problem and outline the prospects for its further study on the basis of the analysis and generalization of Russian and foreign sources. We employ the methods of theoretical analysis, systematization of the results of relevant psychological and pedagogical studies and the retrospective analysis of key concepts. We also present the general conceptual system of the research area under study and the genesis and semantics of the terms: information behavior, digital behavior, educational environment, digital educational environment (DEE). The study has revealed the process of transformation of views on the educational environment and the difference between the digital environment and the pre-digital one. The problem area of DEE study has been indicated: positive and negative effects of DEE implementation, psychological reasons for rejecting innovations, psychological safety of the educational environment and design of the effective DEE. We have also investigated the problem of full scale use of digital educational platforms and services in Russian schools to improve the quality of the learning process, including distance learning. We have considered the sources and methods of researching digital behavior, i.e. digital psychometrics based on the analysis of “digital footpri nts”. Unlike most works that study deviant behavior of adolescents, our work focuses on normative, pro-social behavior. We have taken into consideration such problems as behavior of schoolchildren on different digital educational platforms, digital multitasking, interaction of adolescents with electronic text content, stages of subjectivity formation in the digital educational space, which are relevant for the study.
{"title":"Behavior of adolescents in the digital educational environment: Definition of concepts and formulation of the problem","authors":"V. I. Panov, N. Borisenko, K. Mironova, S. Shishkova","doi":"10.18500/2304-9790-2021-10-3-188-196","DOIUrl":"https://doi.org/10.18500/2304-9790-2021-10-3-188-196","url":null,"abstract":"The relevance of the problem of adolescent behavior in the digital educational environment is conditioned by acceleration of education digitalization processes, which participate in the formation of a new type of behavior, i.e. digital behavior, that is defined as a system of actions associated with the use of the digital environment. The purpose of the present work is to investigate the current state of this problem and outline the prospects for its further study on the basis of the analysis and generalization of Russian and foreign sources. We employ the methods of theoretical analysis, systematization of the results of relevant psychological and pedagogical studies and the retrospective analysis of key concepts. We also present the general conceptual system of the research area under study and the genesis and semantics of the terms: information behavior, digital behavior, educational environment, digital educational environment (DEE). The study has revealed the process of transformation of views on the educational environment and the difference between the digital environment and the pre-digital one. The problem area of DEE study has been indicated: positive and negative effects of DEE implementation, psychological reasons for rejecting innovations, psychological safety of the educational environment and design of the effective DEE. We have also investigated the problem of full scale use of digital educational platforms and services in Russian schools to improve the quality of the learning process, including distance learning. We have considered the sources and methods of researching digital behavior, i.e. digital psychometrics based on the analysis of “digital footpri nts”. Unlike most works that study deviant behavior of adolescents, our work focuses on normative, pro-social behavior. We have taken into consideration such problems as behavior of schoolchildren on different digital educational platforms, digital multitasking, interaction of adolescents with electronic text content, stages of subjectivity formation in the digital educational space, which are relevant for the study.","PeriodicalId":34017,"journal":{"name":"Izvestiia Saratovskogo universiteta Novaia seriia Seriia Akmeologiia obrazovaniia Psikhologiia razvitiia","volume":"72 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80212818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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