Статьи выпуска № 3, год 2024 (EN)

Features of Understanding Emotions Reflected in Narrative and Landscape Paintings by Junior Schoolchildren with Mental Development Delays

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Author(s)

Alena V. Urozhaeva, Defectologist-Psychologist, Postgraduate Student of the Department of Special Education and Comprehensive Rehabilitation Institute of Special Education and Psychology, https://orcid.org/0009-0002-2620-6835, Moscow City Pedagogical University

27 Petrovsko-Razumovsky proezd, Moscow, Russia,127287, tel: +7 (495) 6121436

This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. The article examines the specifics of understanding by primary school children with development delays of various emotions reflected in narrative and landscape paintings on a single theme of the visual (pictorial) text “Rain”. From a theoretical standpoint, the study is based on the position of a specific path of child development as a special process of appropriation of socio-cultural experience, where emotions act as a functional organ of the individual, a symbol of the child’s subculture. The relevance of studying the features of understanding emotions depicted in narrative and landscape paintings is substantiated, on the one hand, by the insufficiency of psychological studies of the issues of understanding the pictorial text in landscape and narrative painting by children of this category, and on the other hand, by the importance of studying the problem of awareness of emotions as a cognitive function for the socialization of primary school children with development delays. The purpose of the study is to identify the features of understanding the language of expression of emotions reflected in different genres of paintings (landscape and narrative) on a single theme “Rain” by primary school children with development delays and compare them with the features of understanding of normally developing peers.

Materials and methods. The diagnostic tool is an ascertaining experiment based on the use of the “Study of Perception of Pictures” technique adapted for primary school children with development delays, a conversation about the picture, quantitative and qualitative analysis, the use of methods of mathematical and statistical processing and interpretation of data according to the Mann-Whitney technique.

Research results. An empirical study aimed at studying the understanding of emotions reflected in narrative and landscape works on the same theme “Rain” allowed us to reveal the psychological features of this process in younger schoolchildren with development delays (in comparison with normally developing peers), which is characterized by: heterogeneity, multi-level quantitative and criterion-based qualitative characteristics expressing the understanding of the artistic language of different emotions (joy and sadness) in reproductions. The use of both narrative and landscape works in the diagnostics of understanding emotions turned out to be informative and made it possible to conduct a comparative analysis of their expressive means in different genre paintings by younger schoolchildren with mental development delays.

Conclusion. The experiment confirmed the hypothesis put forward about the presence of features of understanding by younger schoolchildren with development delays of different emotions (joy and sadness) reflected in landscape and narrative paintings united by a common theme (“Rain”), which are revealed in criterion-based, multi-level qualitative characteristics. The possibility of using not only narrative but also landscape paintings in diagnostics of understanding emotions is shown. Involvement of narrative and landscape paintings of the same theme “Rain” in the experiment allowed to determine the degree of understanding of the similarities and differences in the expression of different emotions (joy and sadness) in different genre paintings by younger schoolchildren with development delays. The study also confirmed the theoretical position on the unity of the patterns of mental development of normally developing preschoolers and children with development delays, which is manifested in the context of understanding the emotions reflected in a painting of the same theme, at the stage of school childhood.

Keywords: diagnosis, understanding, emotions, landscape, narrative paintings, primary schoolchildren with development delays

For citation: Urozhaeva A.V. Features of Understanding Emotions Reflected in Narrative and Landscape Paintings by Junior Schoolchildren with Mental Development Delays. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2024; 18 (3): pp. 421-435 (In Rus.). DOI: https://doi.org/10.32343/2409-5052-2024-18-3-421-435

DOI: https://doi.org/10.32343/2409-5052-2024-18-3-421-435

UDС: 159.9+376.4

The article was submitted to the editorial office on 09.06.2024, approved after review on 31.07.2024, and accepted for publication on 02.08.2024.

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Features of the Communicative and Emotional Component of Parent-Child Interaction in a Family with a Child with Delayed Development

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Author(s)

Yulia N. Danilova, Psychologist, Postgraduate Student, Assistant of the Department of General and Practical Psychology, https://orcid.org/0000-0002-9964-0256, Institute of Special Education and Psychology, Moscow City Pedagogical University

27 Petrovsko-Razumovsky Ave, Moscow, Russia, 127287, tel: +7 (495) 6121436, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract.

Introduction. This article shows the specifics of parent-child interaction in its communicative and emotional component in families of preschoolers with delayed development. The importance of studying interaction within the framework of L.S. Vygotsky’s cultural and historical concept is confirmed, including consideration of its various aspects: emotional, communicative, cognitive, and practical. For the successful socialization of children with delayed development, it is important to take into account the formation of the communicative and emotional side of interaction. The purpose of the study is to provide the results of a comparative analysis of the communicative and emotional component of parent-child interaction in two groups of families: with children with disabilities and with normally developing peers.

Materials and methods. The participants were 100 families attending public preschool organizations (50 families with children with delayed development, 50 families with normally

developing children).

Research methods: experiment consisting of the “Joint Rorschach Test” technique, Mann-Whitney statistical analysis methods, and cluster analysis.

Results. Statistical differences were found in the selected criteria for the interaction of families of preschoolers with children with disabilities and families with normally developing children; heterogeneity was shown, manifested in three levels of interaction, for which qualitative characteristics, psychological features of the communicative and emotional side of parent-child interaction were determined and described.

Conclusion. The results of the study suggest the need to determine the way to correct the communicative and emotional side of the interaction between parents and children in the process of psychological support for the family of a preschooler with delayed development.

Keywords: family; child with delayed development; diagnosis; communicative and emotional component of parent-child interaction

For citation: Danilova Yu.N. Features of the Communicative and Emotional Component of Parent-Child Interaction in a Family with a Child with Delayed Development. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2024; 18 (3): pp. 410-420 (In Rus.). DOI: https://doi. org/10.32343/2409-5052-2024-18-3-410-420

DOI: https://doi. org/10.32343/2409-5052-2024-18-3-410-420

UDС: 376.4

The article was submitted to the editorial office on 20.07.2024, approved after review on 24.08.2024, and accepted for publication on 30.08.2024.

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Forming the Readiness of Teachers to Implement the Main Ideas of the Federal State Educational Standards of General Education in the Process of Advanced Training

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Author(s)

Maxim A. Kostenko, Acting. Director, Candidate of Sciences (Sociology), https://orcid.org/0009-0001-9682-9387, Institute for Strategy of Education Development

16 Zhukovsky St, Moscow, Russia, 101000, tel: +7 (495) 6213374, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract.

The research problem and justification for its relevance. The problem of scientific and methodological support for teachers of general education in the conditions of the updated Federal State Educational Standards and Federal Basic General Education Programs in the context of the unified education environment throughout the Russian Federation is becoming more urgent. Postgraduate professional training in pedagogy is considered a solution to the problem of the formation of modern teachers’ special knowledge and skills in the field of implementing federal work programs and designing work programs for advanced study of the subject. Purpose of the study is to characterize the structural and substantive features of the professional development program, which reveals the features of the implementation of the Federal Basic General Education Programs and ensures the formation of teachers’ special knowledge and skills necessary to work in accordance with the updated Federal State Educational Standards. The scientific novelty of the study consists in the development of an approach to the formation of the content of the invariant module of the professional development program, revealing the features of the implementation of the Federal Basic General Education Programs.

Methodology (materials and methods). The article presents theoretical methods consisting in the analysis of regulatory documents, methodological materials on the implementation of the updated Federal State Educational Standards and Federal Basic General Education Programs, professional retraining and advanced training programs for teaching staff and management personnel. The basis of the study is the provisions of the system-activity and competency-based approaches that form the methodological framework of the main regulatory documents defining the requirements for a modern teacher.

Research results. The approach to the formation of the content of an invariant module of the professional development program revealing the features of the implementation of the Federal Basic General Education Programs is presented. Online services have been described for teachers and management teams of educational organizations. The results of the study allow us to conclude that it is required to include the resource of non-formal and informal education in order to systematically solve the problem of developing teachers’ readiness to implement the ideas of the updated Federal State Educational Standards. The theoretical significance of the study lies in the development of the approach to the formation of the content of the invariant module of the professional development program revealing the features of the implementation of the Federal Basic General Education Programs. The practical significance of the study stems from the potential to use the presented approach to the formation of the content of the invariant module of the professional development program, revealing the features of the implementation of the Federal Basic General Education Programs, as well as the online services to form the readiness of teachers to execute the ideas of the updated Federal State Educational Standards in the framework of additional education.

Keywords: teacher, educational programs, readiness to implement the Federal State Educational Standard, professional development training, non-formal and informal education

For citation: Kostenko M.A. Forming the Readiness of Teachers to Implement the Main Ideas

of the Federal State Educational Standards of General Education in the Process of Advanced

Training. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2024; 18 (3): pp. 381-394 (In Rus.). DOI: https://doi.org/10.32343/2409-5052-2024-18-3-381-394

DOI: https://doi.org/10.32343/2409-5052-2024-18-3-381-394

UDС: 371.14

The article was submitted to the editorial office on 01.07.2024, approved after review on

25.08.2024, and accepted for publication on 30.08.2024.

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Formation of Emotional Well-Being in Adolescents from Dysfunctional Families

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Lyudmila I. Bochantseva, Candidate of Sciences (Psychology), Associate Professor of the Department of Philosophy and Social Sciences and Humanities, https://orcid.org/0009-0002 9597-7588, State Agrarian University of the Northern Trans-Urals

7 Republic St, Tyumen, Russia, 625003, tel: +7 (3452) 461643, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract.

Introduction. The article is devoted to the study of the problem of shaping emotional well-being in adolescents from dysfunctional families. The analysis of research has shown a discrepancy between the growing number of adolescents from dysfunctional, disorganized, and problematic families with obvious manifestations of emotional distress and the need of society for the harmonious development of the younger generation. The study of the peculiarities of the emotional well-being of adolescents from dysfunctional families and the search for effective psychological means of its formation emphasizes the relevance of the problem. The purpose of this study is to state a problem and identify approaches to studying the process of shaping the emotional well-being of adolescents from dysfunctional families.

Materials and Methods. Teenagers raised in dysfunctional families are the object of our research. The subject of the study is the process of shaping the emotional well–being of adolescents from dysfunctional families. Taking into account the identified problem and goal, the following tasks were solved: to analyze the state of the problem of emotional well-being of a person in the scientific literature; to identify the features of the emotional well-being of adolescents from dysfunctional families; to theoretically substantiate and empirically test the effectiveness of psychological training with elements of art therapy aimed at shaping emotional well-being in adolescents from dysfunctional families. A set of psychodiagnostics techniques was used to identify the features of emotional well-being in adolescents. A nonparametric method of statistical analysis is used - the criterion of G signs.

Results. The results of the theoretical study of the psychological, subjective and emotional well-being of the individual are presented, the key components and indicators of child well-being are analyzed. The specificity of the manifestations of emotional well-being of adolescents from dysfunctional families is described. It is emphasized that the psychological atmosphere of dysfunctional families, the lack of harmony and support in relationships negatively affect the psycho-emotional and behavioral spheres of a teenager. The results of an empirical study on the implementation of a training program using elements of art therapyas a psychological method for the formation of emotional well-being of adolescents from dysfunctional families are presented.

Discussion and Conclusion. The implemented program made it possible to improve the indicators of emotional well-being in adolescents. The data obtained may be of interest to specialists in the field of psychology, pedagogy, and social work for accompanying children.

Keywords: emotional well-being, adolescents, formation, emotional distress, dysfunctional

families, problem families

For citation: Bochantseva L.I. Formation of Emotional Well-Being in Adolescents from Dysfunctional Families. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2024; 18 (3): pp. 395-409 (In Rus.). DOI: https://doi.org/10.32343/2409-5052-2024-18-3-395-409

DOI: https://doi.org/10.32343/2409-5052-2024-18-3-395-409

UDС: 159.922.8:376.63

The article was submitted to the editorial office on 23.07.2024, approved after review on 12.08.2024, and accepted for publication on 15.08.2024.

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Rethinking the Value of Distance Learning in Additional Professional Education of Medical Specialists

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Author(s)

Svetlana M. Gorbacheva, Doctor of Sciences (Medicine), Professor, Deputy Director for Academic Affairs, https://orcid.org/0000-0003-3235-0374, Head of the Department of Emergency Medicine and Disaster Medicine Irkutsk State Medical Academy of Postgraduate Education – Branch of the Russian Medical Academy of Continuing Professional Education

100 Yubileiny m/r, Irkutsk, Russia, 664049, tel: +7 (3952) 465326, This email address is being protected from spambots. You need JavaScript enabled to view it.

Marina A. Alferova, Senior Lecturer of the Department of Pedagogical and Information Technologies, https://orcid.org/0000-0003-4494-177X, Irkutsk State Medical Academy of Postgraduate Education – Branch of the Russian Medical Academy of Continuing Professional

Education

100 Yubileiny m/r, Irkutsk, Russia, 664049, tel: +7 (3952) 465326, This email address is being protected from spambots. You need JavaScript enabled to view it.

Andrey P. Nogin, Senior Lecturer of the Department of Pedagogical and Information Technologies, https://orcid.org/0009-0001-8274-2168, Irkutsk State Medical Academy of Postgraduate Education – Branch of the Russian Medical Academy of Continuing Professional Education

100 Yubileiny m/r, Irkutsk, Russia, 664049, tel: +7 (3952) 465326, sm-nogin@\yandex.ru

Abstract.

Introduction. Currently, in additional professional education for healthcare professionals, alongside traditional forms of training, distance learning is being practiced. The research presented in this article aims to identify the significance and relevance of distance learning in continuing medical education and to answer the question of whether the demand for new educational technologies in the professional environment of healthcare workers will persist after the pandemic. The article seeks to demonstrate the readiness of learners and their receptivity to distance learning, as well as to identify the conditions under which DL is beneficial and even necessary in the training of established professionals.

Materials and Methods. The authors of the article conducted practical research. In order to further enhance and modernize the educational process, it is intended to investigate how listeners perceive this new method of arranging distant learning. A systematic approach was applied in the study, analyzing various aspects and sides of the listeners’ readiness for distance work in mastering the professional educational program. As the most appropriate research method, a survey was utilized within the framework of the organized educational process at the distance learning platform of the Academy. For some students and teachers, it served as a simultaneous acquisition and learning of new pedagogical experience. Since “the effectiveness of the survey largely depends on the content of the questions asked”, the questionnaires were developed in accordance with the rules and stages of their creation. The study examined the results of the surveys conducted during the academic semester from September to January 2023.

Research Results. Distance learning in continuing medical education is valid and in demand. Furthermore, it will advance due to the growing digitization of many facets of society life and the continuous development of information technology.

Discussion and Conclusion. Since distance learning is relevant and will be in demand for medical professionals based on the research findings, it is required to reevaluate crucial issues such as providing flexible individual training and work schedules for specialists studying without interrupting their practical work in the continuing professional education system and at the management level of medical organizations making decisions about training specialists.

Keywords. Continuing professional education, distance learning, distance educational technologies, distance learning technologies, distance learning system, medical education, Irkutsk State Medical Postgraduate Academy

For citation: Gorbacheva S.M., Alferova M.A., Nogin A.P. Rethinking the Value of Distance Learning in Additional Professional Education of Medical Specialists. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2024; 18 (3): pp. 364-380 (In Rus.). DOI: https://doi. org/10.32343/2409-5052-2024-18-3-364-380

DOI: 10.32343/2409-5052-2024-18-3-364-380

UDС: 378.046.4:61:004

The article was submitted to the editorial office on 09.07.2024, approved after review on 29.08.2024, and accepted for publication on 10.09.2024.

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