This paper identifies the competencies of specialists working with children with Autism Spectrum Disorder (ASD) using a modular competence approach in the continuing education system. The study provided additional training to specialists in Tatarstan and conducted an online survey of 104 participants who had completed advanced training. The survey identified an uneven formation of competencies among specialists, with teachers and educators less prepared to interact with children with ASD than speech therapists and psychologists. Inadequacies were found in all groups, especially in diagnosis and technology applications. A model of additional education was developed for specialists in the integrated support system for children with ASD that needs to be expanded to include teachers and educators involved in inclusive education.
Keyword(s) : preschool age
Measuring Motivation in Preschool Children: Validation of the Russian Version of the Child Behaviour Motivation Scale
The aim of this study was to validate of the Russian version of the Child Behaviour Motivation Scale (CBeMO). The tool is designed to assess learning motivation in preschool and primary school children. Fifty-nine educators participated in the study and completed the CBeMO scales individually for each child in the older groups with whom they had worked for at least 4 months. The total sample consisted of 754 children aged 5-6 years. An internal consistency analysis of the scales indicated a high level of unidimensionality across all scales of the instrument (“Task Orientation”, “Task Avoidance”, and “Social Orientation”). Confirmatory analysis confirmed the consistency of the empirical data with the theoretical model of the questionnaire. The actual structure of the data obtained on the Russian sample, as determined by factor analysis, except for one item, is identical to the original configuration of the scales. Therefore, no additional procedures are required to improve the Russian version of the questionnaire and no measures of cultural adaptation are required for the further use of the Russian version of the questionnaire. In addition to the assessment of psychometric properties, an analysis was carried out to determine the role of age, gender, intelligence and language environment in children’s learning motivation. The article presents the results of the analysis, suggestions for their interpretation, and promising directions for further research.
Clinic for Childrens’ Mental Development and Technology of Training the Teachers to Work in a Multicultural Environment
RETRACTION
The following article from Education & Self Development, Valeryan Faritovich
Gabdulhakov, Alla Ibrahimovna Raff, Evgenia Alexandrovna Suntsova (2016) Clinic
of mental development of a child and technology of training teachers to work in a
mutilcultural environment. E&SD 11(1). pp 27-35
has been retracted by the authors, the Editor in Chief and the publishers Kazan Federal
University, due to the inclusion of significant passages of unattributed material from
a thesis and an earlier book written by V.I. Tyutyunnik.
REFERENCES
Valeryan Faritovich Gabdulhakov, Alla Ibrahimovna Raff, Evgenia Alexandrovna
Suntsova (2016) Clinic of mental development of a child and technology of training
teachers to work in a mutilcultural environment. E&SD 11(1). pp 27-35.
Валерьян Фаритович Габдулхаков, Алла Ибрагимовна Рафф, Евгения Алексан-
дровна Сунцова (2016) КЛИНИКА ПСИХИЧЕСКОГО РАЗВИТИЯ РЕБЕНКА
И ТЕХНОЛОГИЯ ПОДГОТОВКИ ПЕДАГОГОВ К РАБОТЕ В ПОЛИКУЛЬ-
ТУРНОЙ СРЕДЕ. E&SD 11(1). pp 27-35.
Тютюнник В.И. (2004) Психология труда (Tyutyunnik V.I. Labor psychology)
Тютюнник В.И. (2008) Основы психологических исследований: Учебное посо-
бие для студентов факультетов психологии высших учебных заведений по на-
правлению 521000 – «Психология». М.: УМК «Психология».
Изъятие статьи (Ретракция)
Статья «КЛИНИКА ПСИХИЧЕСКОГО РАЗВИТИЯ РЕБЕНКА И ТЕХНОЛОГИЯ ПОДГОТОВКИ ПЕДАГОГОВ К РАБОТЕ В ПОЛИКУЛЬТУРНОЙ СРЕДЕ» (2016). E&SD, 11(1), С. 27-35. (Авторы: Валерьян Фаритович Габдулхаков, Алла Ибрагимовна Рафф, Евгения Александровна Сунцова) отзывается главным редактором журнала и издательством Казанского Федерального Университета в виду того, что в ней были обнаружены существенные некорректные заимствования (плагиат) из диссертации Тютюнник В.И.
Ссылки
Валерьян Фаритович Габдулхаков, Алла Ибрагимовна Рафф, Евгения Александровна Сунцова (2016) КЛИНИКА ПСИХИЧЕСКОГО РАЗВИТИЯ РЕБЕНКА И ТЕХНОЛОГИЯ ПОДГОТОВКИ ПЕДАГОГОВ К РАБОТЕ В ПОЛИКУЛЬТУРНОЙ СРЕДЕ. E&SD 11(1), С. 27-35.
Тютюнник В.И. (2004) Психология труда (Tyutyunnik V.I. Labor psychology)
Тютюнник В.И. (2008) Основы психологических исследований: Учебное пособие для студентов факультетов психологии высших учебных заведений по направлению 521000—«Психология». М.: УМК «Психология».
Abstract
The problem of the study is the contradiction, which is on the one hand, the presence of numerous clinical diagnostics of mental development of a child, as well as teacher training techniques for working with children, and on the other hand, in the absence of correlation (dependence) between the laws of mental development of children and technology in which these laws determine the content and the system of teachers training. The unwillingness of teachers to consider the clinic develops a wide variety of pathologies in children. In a multicultural environment these diseases become complicated.
Based on data analysis of 456 testees we show the features of mental development of children from 1 to 7 years old, prove that every mental function has a special rate and rhythm of development. For children of 1-2 years old speech, memory and thinking are one unit, while later these three functions localize. This tendency is one of the major in the development of the central nervous system. The formation of symbolization and association is taking place simultaneously. In order to integrate all functions into a single unit, the teacher has to strengthen the participation of the deeper nerve structures, which are dispersed in different structures. For example, in the first months of infancy the sense organs develop most intensively and later subject actions are formed on their basis. Preparing teachers for communication with children should be based on verbal and semantic level. This allows you to set the level of trust and communicate with the children in their native language. Accordingly, the technology of preparation of teachers to work with children of preschool age should include a reflective component. It should be aimed at supporting the sensual and later substantive actions. The next step anticipation component is allocated. It helps to predict a child’s interaction of perception, memory, thinking, behavior, possible development of psychopathy: memory is allocated from perception and becomes an independent mnemonic activity. The third step is releasing of cognitive component: the cognitive processes of the child after differentiation period establish relationships with each other at a higher level and to some extent neutralize the possible development of psychopathy. It was proved that considering the relationship of memory and speech and thinking help teachers to provide intellectualization of this relationship. As a result of the tests and mathematical processing of the data it was established that the technology provides a sufficiently high degree of readiness of teachers to work with the clinical features of preschool children.