THE PSYCHOLOGICAL-PEDAGOGICAL TECHNOLOGY FORMING SOCIAL INTELLIGENCE IN PRE-SCHOOLERS WITH MILD-DEGREE INTELLECTUAL DIFFICULTIES

Abstract

The article outlines the issue of developing and appraisal of the Ukrainian technology forming social intelligence in pre-schoolers with mild intellectual difficulties. Currently, studies in special psychology have shown the need for socio-personal and emotional development of children with mild-degree intellectual difficulties; in particular, the need for formation of such a phenomenon as social intelligence has been briefly substantiated. The proposed here technology as a whole has target, methodological and content-procedural stages of implementation. The components of the social intelligence that should be formed in pre-schoolers with mild-degree intellectual difficulties were defined as the technology object: motivational-value, cognitive, emotional-subjective and moral-behavioural ones. The article theoretically substantiated the following scientific approaches that should be applied in the technology as a multi-approach integrity: competence-based, person-oriented, systemic, narrative and technological. The conditions that are needed in order to form social intelligence in pre-schoolers with mild intellectual difficulties were substantiated and experimentally verified: 1) development of pre-schoolers’ personal abilities for social interaction in «a child-a peer» and a «child-an adult» dyads; 2) social design of the corresponding educational environment at the preschool education institutions and inclusive resource centre; 3) formation of cognitive and social decentring skills via «a child-a peer» and «a child-an adult» dyads.

The specificity of the corrective-developmental practical implementation of the proposed technology forming social intelligence by practical psychologists and educators were defined; the technology was applied within the following work methods: in learning classes, as a parts of psychological techniques and as exercises. We have proposed a pedagogical toolkit forming social intelligence in pre-schoolers with mild intellectual difficulties: didactic games, problem situations, story games. It is noted that the content of the consultative and educational direction of the practical psychologist's activity with educators and practical psychologists was the subject and structure of psychological consultations for educators, practical psychologists of special and inclusive preschool education institutions on the formation of social intelligence in preschoolers with mild intellectual difficulties, namely the subject and structure of lecture and practical training sessions for parents raising preschoolers with mild intellectual difficulties on the formation of social intelligence.