PSYCHOLOGICAL READINESS OF PARENTS OF PRESCHOOL CHILDREN FOR INCLUSIVE EDUCATIO

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F23%3A00133418" target="_blank" >RIV/00216224:14410/23:00133418 - isvavai.cz</a>

Výsledek na webu

<a href="http://journals.hnpu.edu.ua/index.php/psychology/article/view/13425/4343" target="_blank" >http://journals.hnpu.edu.ua/index.php/psychology/article/view/13425/4343</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.34142/23129387.2023.68.15" target="_blank" >10.34142/23129387.2023.68.15</a>

Jazyk výsledku

angličtina

Název v původním jazyce

PSYCHOLOGICAL READINESS OF PARENTS OF PRESCHOOL CHILDREN FOR INCLUSIVE EDUCATIO

Popis výsledku v původním jazyce

Relevance of research. The problem of psychological readiness of parents of preschool children, including those with special educational needs, is becoming highly significant and affects the effectiveness of implementing inclusive education today. The aim of the study. Theoretical analysis of the psychological readiness of parents of preschool age for inclusive education and conducting an empirical study. Results and conclusions. Our empirical research made it possible to conclude that the cognitive component of psychological readiness is not sufficiently formed among the respondents. Parents mostly do not know what inclusive education is, they have almost no idea about the essence and content of inclusive education. Emotional and motivational components of readiness of parents of preschool children have their own characteristics for respondents of both groups. For parents of children with SEN, the motivating factors are an equal attitude towards their children, a sense of completeness of the child and a positive influence on socialization into society. At the same time, the parents of children with normal psychophysical development showed fears in interpersonal relations between children, between children and educators, lack of attention from teachers to their children, and a decrease in cognitive interest. We can say that parents are not ready to raise and teach children in an inclusive group of a preschool education institution. All of the above indicates that it is necessary to form the psychological readiness of parents of preschool children for inclusive education

Název v anglickém jazyce

PSYCHOLOGICAL READINESS OF PARENTS OF PRESCHOOL CHILDREN FOR INCLUSIVE EDUCATIO

Popis výsledku anglicky

Relevance of research. The problem of psychological readiness of parents of preschool children, including those with special educational needs, is becoming highly significant and affects the effectiveness of implementing inclusive education today. The aim of the study. Theoretical analysis of the psychological readiness of parents of preschool age for inclusive education and conducting an empirical study. Results and conclusions. Our empirical research made it possible to conclude that the cognitive component of psychological readiness is not sufficiently formed among the respondents. Parents mostly do not know what inclusive education is, they have almost no idea about the essence and content of inclusive education. Emotional and motivational components of readiness of parents of preschool children have their own characteristics for respondents of both groups. For parents of children with SEN, the motivating factors are an equal attitude towards their children, a sense of completeness of the child and a positive influence on socialization into society. At the same time, the parents of children with normal psychophysical development showed fears in interpersonal relations between children, between children and educators, lack of attention from teachers to their children, and a decrease in cognitive interest. We can say that parents are not ready to raise and teach children in an inclusive group of a preschool education institution. All of the above indicates that it is necessary to form the psychological readiness of parents of preschool children for inclusive education

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Bulletin of H.S. Skovoroda Kharkiv National Pedagogical University "Psychology"

ISSN

2312-9387

e-ISSN

—

Svazek periodika

68

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

UA - Ukrajina

Počet stran výsledku

22

Strana od-do

214-235

Kód UT WoS článku

—

EID výsledku v databázi Scopus

—