Peculiarities of the activity and behavioral component of socialization of junior schoolchildren with intellectual disorders

Abstract

The article highlights the features and levels of formation of the activity-behavioral component of
socialization of primary school children with intellectual disabilities. Activity-behavioral component of
socialization characterizes the set of practical actions and deeds through which the individual realizes
the formed cognitive-conscious, motivational-value, emotional-regulatory components of socialization.
Indicators of the level of formation of activity-behavioral component of socialization are compliance
with the rules of social interaction, moral and ethical aspects of behavior in relations with “others”,
communication skills, independence, activity, initiative and self-control. Theoretical, empirical and
statistical research methods were used at the ascertaining stage of the research. Based on the theoretical
and experimental study of the activity-behavioral component of socialization, low, medium and high
levels of formation are distinguished. It is found that the majority of junior schoolchildren with intellectual
disabilities have a low and medium level of formation of the activity-behavioral component of socialization,
a high level was not established. Primary school students with intellectual disabilities are characterized
by a lack of self-control, their behavior is often contrary to social norms; children are characterized by
violations of social interaction, reduced ability to express their own experiences in socially acceptable
forms; social indifference and passivity. Instead, most primary school students have an average level of
activity-behavioral component of socialization, they demonstrate a situational ability to self-control, they
are characterized by socially approving behavior. Violation of emotional reactions in terms of strength and
intensity is characteristic of primary school students in emotional situations, these children are able to
verbalize and demonstrate their experiences in socially acceptable forms, can function as an active social
being with social norms that are considered absolute and inviolable. Thus, the results of the theoretical
and experimental study of activity-behavioral component of socialization of primary school children with
intellectual disabilities indicate the importance of developing a structural and functional model of their
socialization in out-of-school education, because the environment of out-of-school education allows to
create conditions for successful activities and communication of such children due to their interests.