Model of safe social behavior of preschool children in an inclusive educational environment

Introduction. The article is devoted to the analysis of the problem of psychological and social safety of children attending inclusive groups of preschool educational organizations. The risks of inclusive education are associated with the threat of various forms of mental violence from peers. A preschool educational organization is faced with the task of ensuring the psychological safety of educational subjects, including the formation of skills for safe social behavior and interaction in an inclusive environment.

Materials and Methods. The following methods were used for the preparation of this article; theoretical analysis of Russian and international literature, study of scientific articles and publications on the topic, overview of results from Russian and international studies, content analysis.

Results. Approaches to determining the content of the category of safe social behavior and its various aspects are considered: social norms, psychological stability, communication and communication, spiritual and moral qualities and moral norms, prosocial behavior, interpersonal relationships and interaction. The personal constructs of safe social behavior of preschool children in an inclusive educational environment are identified: need-motivational (setting social norms, trust in the world, social tolerance); emotional-volitional (ability to empathy, low anxiety, coping behavior); cognitive-cognitive (knowledge of the behavior of children with developmental disabilities; ability to choose constructive ways to solve problem situations); interpersonal-social (communication skills, desire for cooperation, kindness, help).

Discussion and Conclusions. The conducted theoretical research allowed us to build a model that includes both the structure of safe social behavior of preschool children in an inclusive educational environment, and risk factors for socially dangerous behavior of preschoolers. It is concluded that it is necessary to implement psychological and pedagogical support for inclusive preschool education, which ensures the psychological safety of children with developmental disabilities by developing the skills of safe social interaction among peers with normative development, meeting their needs for personal and trusting communication, as well as gaining a sense of psychosocial well-being and reference significance.

1. Azina E.G., Sorokoumova S.N., Tumanova T.V. The use of rhythmization in the psychocorrectional development of younger schoolchildren with mental retardation in the conditions of inclusive education. Vestnik Mininskogo universiteta, 2019, vol. 7, no. 1(26), p. 10, doi: 10.26795/2307-1281-2019-7-1-10. (In Russ.)

2. Altunina I.R. Development of motives and motivation for social behavior in preschool and primary school children. Psihologicheskaya nauka i obrazovanie, 2006, no. 2, pp. 5-15. (In Russ.)

3. Andreev P.V., Popova S.P. The study of psychological conditions for the formation of mutual assistance of preschoolers. Vestnik Saratovskogo gosudarstvennogo tekhnicheskogo universiteta, 2006, vol. 4, no. 1(16), pp. 233-237. (In Russ.)

4. Baranov A.A., Elganov A.R. Dynamics of the development of socially safe behavior skills in older preschool children in the process of implementing psychological and pedagogical integrative pedagogical technology. Vestnik Udmurtskogo universiteta. Seriya Filosofiya. Psihologiya. Pedagogika, 2016, vol. 26, no. 4, pp. 41-49. (In Russ

5. Safe educational environment: modeling and development / I.А. Baeva, I.V. Vasyutenkova, L.A. Gayazova [and others]; ed. I.A. Baeva, S.V. Tarasov. St. Petersburg, Leningradskij oblastnoj institut razvitiya obrazovaniya Publ., 2017. 265 p. (In Russ.)

6. Belova N.YU. Socio-pedagogical conditions for the formation of interpersonal relations of preschoolers in inclusive groups: the author's abstract of the dissertation of the candidate of pedagogical sciences: 13.00.02. Moscow, 2012. 25 p. (In Russ.)

7. Butko G.A., Suvorova O.V., Sorokoumova S.N. Studying the motor sphere of preschoolers with mental retardation. Vestnik Mininskogo universiteta, 2019, vol. 7, no. 3 (28), p. 6, doi: 10.26795/2307-1281-2019-7-3-6. (In Russ.)

8. ZHuravleva S.S. Psychological and pedagogical support of social and communicative development of older preschoolers in the additional education of children: the author's abstract of the thesis of the candidate of psychological sciences: 19.00.07. Moscow, 2016. 30 p. (In Russ.)

9. Zajceva O.YU., Dolya S.G. Features of the culture of life safety in older preschool children. Azimut nauchnyh issledovanij: pedagogika i psihologiya, 2019, vol. 8, no. 2(27), pp. 89-93. (In Russ.)

10. Zinchenko V.P. Behavior. Bol'shoj psihologicheskij slovar' / pod red. B.G. Meshcheryakova, V.P. Zinchenko. 4-e izdanie, rasshirennoe. Moscow, AST Publ.; St. Petersburg, Prajm-Evroznak Publ., 2009. P. 487. (In Russ.)

11. Kislyakov P.A. Safety of the educational environment. Social security: a textbook for universities. 2nd edition, revised and enlarged. Moscow, YUrajt Publ., 2019. 156 p. (In Russ.)

12. Kislyakov P.A., Feofanov V.N., Udodov A.G. Model of socially safe / dangerous behavior of children with intellectual disabilities. Uchenye zapiski Rossijskogo gosudarstvennogo social'nogo universiteta, 2017, vol. 16, no. 3(142), pp. 19-27. (In Russ.)

13. Kovbasa O.YU., Erkina S.V., Bajsalova M.A. Formation of tolerance among preschoolers as a necessary condition for the psychological safety of children in kindergarten. Innovacionnye idei molodyh issledovatelej: materialy II Mezhdunarodnoj nauchno-prakticheskoj konferencii (Ufa, 29 maya 2020 g.). Ufa: Nauchno-izdatel'skij centr «Vestnik nauki» Publ., 2020. Pp. 309-313. (In Russ.)

14. Kozyrev G.I. Social action, interaction, behavior and social control. Sociologicheskie issledovaniya, 2005, no. 8(256), pp. 124-129. (In Russ.)

15. Kostina L.M. Strategic directions of the formation of the psychological safety of the personality of a preschooler. Izvestiya Rossijskogo gosudarstvennogo pedagogicheskogo universiteta im. A.I. Gercena, 2013, no. 155, pp. 66-71. (In Russ.)

16. Kuznecova L.V. Building a "culture of inclusion" - preventing the risks of inclusive education. Alekhina S.V., Semago N.YA., Fadina A.K. Inklyuzivnoe obrazovanie. Moscow, SHkol'naya kniga Publ., 2010. Pp. 37-43. (In Russ.)

17. Lekhanova O.L., Pavlinova I.V. The attitude of preschoolers with OHR to social norms and rules of behavior as an indicator of their social development. Sborniki konferencij NIC Sociosfera, 2013, no. 3, pp. 46-48. (In Russ.)

18. Masaeva Z.V., Kagermazova L.C. Spiritual and moral education of preschoolers as the creation of a safe educational space in modern conditions. Sociokul'turnye problemy razvitiya obrazovaniya v usloviyah proektnogo upravleniya: materialy nauchno-prakticheskoj konferencii (Rostov-na-Donu, 22-23 marta 2018 g.). Moscow, Kredo Publ., 2018. Pp. 44-50. (In Russ.)

19. Nazarova N.M. Systemic risks of the development of inclusive and special education in modern conditions. Special'noe obrazovanie, 2012, no. 3, pp. 6-12. (In Russ.)

20. Pelihova A.V. Pedagogical conditions for the formation of social security of a child of preschool age. Izvestiya Rossijskogo gosudarstvennogo pedagogicheskogo universiteta im. A.I. Gercena, 2010, no. 125, pp. 213-216. (In Russ.)

21. Salihova N.V. Psychological aspects of social adaptation of children with mental retardation in the conditions of an integrated group of preschoolers: the author's abstract of the thesis of the candidate of psychological sciences: 19.00.07. Samara, 2003. 28 p. (In Russ.)

22. Salmina N.G., Iovleva T.E., Tihanova I.L. Methodology for the diagnosis of socially desirable behavior, study of the phenomenon of socially desirable behavior in preschool age. Psihologicheskaya nauka i obrazovanie, 2006, no. 4, pp. 81-94. (In Russ.)

23. Selivanova O.A. The role of updating the life experience of minors in creating a safe social environment. Obrazovanie i nauka, 2013, no. 7(106), pp. 126-137. (In Russ.)

24. Semenovskih T.V. Formation of motives of positive behavior in conflict situations and ways to resolve them (based on the study of 5-7 years old children attending preschool institutions): the author's abstract of the thesis of the candidate of psychological sciences: 19.00.07. Kazan, 2003. 22 p. (In Russ.)

25. Sirotyuk A.S. Formation of tolerance in preschool children in an inclusive developmental environment: textbook. Moscow, Direkt-Media Publ., 2014. 259 p. (In Russ.)

26. Sorokoumova S.N. Study of empathy in older preschoolers in inclusive education. Vestnik Moskovskogo gosudarstvennogo oblastnogo universiteta, 2011, no. 2, pp. 138-144. (In Russ.)

27. Staroverova M.S. Social development of children with disabilities in inclusive education. Uspekhi sovremennoj nauki i obrazovaniya, 2016, no. 2, pp. 112-116. (In Russ.)

28. Feofanov V.N., Konstantinova N.P., Koroleva YU.A. Features of interpersonal relationships of preschoolers with disabilities with peers in inclusive education. Obrazovanie i nauka, 2020, vol. 22, no. 5, pp. 67-89. (In Russ.)

29. SHabas S.G. The mental state of a preschooler as the basis of his psychological safety in kindergarten. Aktual'nye problemy ekstremal'noj i krizisnoj psihologii: materialy II Vserossijskoj nauchno-prakticheskoj konferencii (04-05 aprelya 2019 goda). Yekaterinburg, Ural'skij gumanitarnyj institut Publ., 2019. Pp. 135-137. (In Russ.)

30. Argyropoulou Z., Papoudi D. The training of a child with autism in a Greek preschool inclusive class through intensive interaction: A case study. European Journal of Special Needs Education, 2012, vol. 27(1), pp. 99-114.

31. Camargo S.P.H., Rispoli M., Ganz J., Davis H., Mason R. Behaviorally Based Interventions for Teaching Social Interaction Skills to Children with ASD in Inclusive Settings: A Meta-analysis. Journal of Behavioral Education, 2016, vol. 25(2), pp. 223-248.

32. Camargo S.P.H., Rispoli M., Ganz J., Davis H., Mason R. A review of the quality of behaviorally-based intervention research to improve social interaction skills of children with ASD in inclusive settings. Journal of Autism and Developmental Disorders, 2014, vol. 44(9), pp. 2096-2116.

33. Garfinkle A.N., Schwartz I.S. Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 2002, vol. 22(1), pp. 26-38.

34. Hu B.Y., Lim C.-I., Boyd B. Examining engagement and interaction of children with disabilities in inclusive kindergartens in China. Infants and Young Children, 2016, vol. 29(2), pp. 148-163.

35. Hundert J., Rowe S., Harrison E. The combined effects of social script training and peer buddies on generalized peer interaction of children with ASD in inclusive classrooms. Focus on Autism and Other Developmental Disabilities, 2014, vol. 29(4), pp. 206-215.

36. Jahr E., Eikeseth S., Eldevik S., Aase H. Frequency and latency of social interaction in an inclusive kindergarten setting: A comparison between typical children and children with autism. Autism, 2007, vol. 11(4), pp. 349-363.

37. Kemp C., Kishida Y., Carter M., Sweller N. The effect of activity type on the engagement and interaction of young children with disabilities in inclusive childcare settings. Early Childhood Research Quarterly, 2013, vol. 28(1), pp. 134-143.

38. Kim S.Y., Brodhead M.T. Priming is an effective way to promote social interaction between children with autism and their typically developing peers in inclusive settings. Evidence-Based Communication Assessment and Intervention, 2015, vol. 9(4), pp. 134-139

39. Kislyakov P.A., Shmeleva E.A., Luneva L.F., Rybakova A.I., Feofanov V.N. Social and psychological safety of adolescents with intellectual disabilities in special and inclusive schools of Russia. Journal of Clinical and Diagnostic Research, 2018, vol. 12(8), pp. VC17-VC20.

40. Stanton-Chapman T.L., Brown T.S. A Strategy to Increase the Social Interactions of 3-Year-Old Children With Disabilities in an Inclusive Classroom. Topics in Early Childhood Special Education, 2015, vol. 35(1), pp. 4-14.

41. Tan R. Promoting peer interactions in Chinese inclusive preschool classrooms. Strategies teachers apply for children with Special Educational Needs. Bielefeld: Universität Bielefeld. 2020. DOI: 10.4119/unibi/2942201.

42. Webster A.A., Carter M. Mutual Liking, Enjoyment, and Shared Interactions in the Closest Relationships between Children with Developmental Disabilities and Peers in Inclusive School Settings. Journal of Developmental and Physical Disabilities, 2013, vol. 25(4), pp. 373-393.

43. Xie Y.-H., Potměšil M., Peters B. Children who are deaf or hard of hearing in inclusive educational settings: A literature review on interactions with peers. Journal of Deaf Studies and Deaf Education, 2014, vol. 19(4), pp. 423-437.