CHARACTERISTICS OF THE EXPERIENCE OF THE NEW SOCIAL SITUATION OF DEVELOPMENT BY YOUNGER SCHOOLCHILDREN WITH HEARING IMPAIRMENTS

Abstract

The article examines the peculiarities of self-acceptance and social interaction of younger schoolchildren with hearing impairments, in particular in the context of their anxiety and the role of this concept in socialization in the conditions of inclusive education and the new social role “first grader”.

Attention is drawn to the peculiarities, causes and mechanisms of the development of a high level of anxiety in these children. An important role was played by the disclosure of socialization mechanisms, such as: social knowledge, communicative sphere, motivational sphere, interactive sphere, sphere of self-evaluation.

The work reflects the role of compensatory mesenims as the main line of development under the conditions of psychophysical development disorders or the presence of a chronic disease.

The concept of “social situation of development” is analyzed in detail, its features are described in the primary school age, the aspects of experiencing a new social role and the beginning of schooling by children with hearing impairment are noted. The data of the psychological and pedagogical literature are used to present the generalized results of the research on the level of anxiety associated with interaction with peers and teachers of this category of children.

In the framework of the inclusive and integrated educational process, it is important to understand and support the social interaction of younger schoolchildren with sensory impairments, for their full development, a sense of belonging to society and achieving success in education and life.