PSYCHOLOGICAL - PEDAGOGICAL INTEGRATION OF CHILDREN FROM DOMESTICAL RELOCATED FAMILIES IN CHILDREN’S PRE-SCHOOL INSTITUTIONS
Tatyana Melnychuk
H.S. Kostyuk Institute of Psychology of the National Academy of Educational Sciences of Ukraine
Olga Loseva
Children’s Center ‘ILMALINNA’
PDF 114-125 (Українська)

Keywords

socio-psychological work, adaptation of children from internally displaced families, socialization of a child of preschool age, family education, integration of preschool children, socializing practices.

How to Cite

Melnychuk, T. and Loseva, O. (2018) “PSYCHOLOGICAL - PEDAGOGICAL INTEGRATION OF CHILDREN FROM DOMESTICAL RELOCATED FAMILIES IN CHILDREN’S PRE-SCHOOL INSTITUTIONS”, PSYCHOLOGICAL JOURNAL, 11(1), pp. 114-125. doi: 10.31108/1.2018.1.11.9.

Abstract

The article analyses theoretical and practical analysis of the process of adaptation of children from internally displaced families to pre-school institutions. The main ways of psychological and pedagogical interaction of educators, practical psychologists of social workers with families are outlined for providing them with special psychological and pedagogical help, revealing individual peculiarities of development of both positive and negative character of children of preschool age who have undergone stressful situations. Several psychological and pedagogical practices have been identified that have a positive effect on the adaptation and further integration of children from the families of internally displaced axes, to the new conditions of a preschool institution. It has been determined that the integrated cooperation of scientists, psychologists, social workers, social environment and family will help to find and develop individual psychological and pedagogical programs for integrating children into new living conditions and education. Also, the most important conditions for working with a child and her immediate social environment in a situation where the child is in the institution of social protection is the planning and forecasting of work. Contemporary views on the role of family education as a system of interrelated processes that teach and socialize a personality in childhood and most effectively help to integrate and socialize are considered. It has also been analyzed and highlighted that social support for families can not be reduced to material, economic assistance (monetary or natural) for families of this category or their individual members. It is a comprehensive social and psychological support that will positively influence the integration of preschoolers in educational institutions after traumatizing events. The most effective psychological and preventive and socializing practices for the integration of children into the new social and environmental environment are highlighted. It was established that the primary stage of working with a child is an initial and integrated assessment of the needs of the child and his social environment. The attention of social workers, social pedagogues and practical psychologists is focused on the correct formulation of the goal of rehabilitation of this category of children, which will provide an effective and effective approach to determining the necessary types of comprehensive social and psychological assistance to the family.

 

PDF 114-125 (Українська)

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