Rizikos grupės vaikų, turinčių specialiųjų poreikių, elgesio ir emocinės raiškos ugdymo per žaidimą veiksmingumas
| Author | Affiliation | |
|---|---|---|
Makarskaitė, Danutė | ||
| Date |
|---|
2012 |
Straipsnyje analizuojamas žaidimų taikymo veiksmingumas keičiant vaikų, esančių rizikos grupėje, elgesį. Tyrimo metu naudota žaidimų programa, kur žaidimo veiksmus palydi vaiko kalba. Taikant stebėjimo metodą, vertinti mokinių elgesio pokyčiaib bei teigiamų ir neigiamų emocijų dinamika.
their children's education. In pursuance of good results of work with risk group children team work between specialists (psychologist, speech therapist, special educator and others) and child's parents or sponsors is very important.
Functions and importance of game for child's development is known from the ancient times. However, there was not much research made how games effect emotional expression and behaviour of risk group children with special needs. Therefore the goal of this research is to examinate the effectiveness of games in behaviour and emotional expression development of children with special needs. There were such propositions set to reach the goal: • Discuss the main concepts used in work; • Evaluate personai lineament, behaviour and emotional expressions peculiarity; • Adduce the analysis of the research about the effect of game for behaviour and emotional expressions development of risk group children with special needs. The object of the research is behaviour and emotional expression development of risk group children with special needs. Respondents are 8—12 years old children with special needs from risk group families. Sočiai risk group families type pertain families where one or both parents or sponsors have destructive habits or compulsions - abuse psychoactive substances, show dissipated sexual behaviour, gamble, ail with bulimia or anorexia, spend too much time at work. Risk group children with special needs have some common features: lack of self-confidence; ąuickly resents; to adults or contemporaries comments react with swear-words, scrimmage, different terms of abuse or run away; often feel fears or anxiety, jitters, indiscipline, discourtesy; sometimes they are defiant with adults; often have different difficulties in studies; hardly concentrate attention; have incapacity to work intensively for a longer period of time; miss lessons or quits attending school; may be quickly changing mood, incapable to control emotions, quickly loose temper or be aggressive, behave inadequate to some situations. Research and generalized results allow making a conclusion that presumption of the research has been proved:
it is expedient to use games for developing recognition, emotional apprehension and expression, behaviour correction for risk group children with special needs. Games are effective for educating behaviour and emotional expression of risk group children. The results of observation showed that behaviour of children who participated in the research improved, became more positive and adeąuate. Games that were practiced helped reducing the evidence of particular disorders: children with behaviour and emotional disorders who participated in the research improved the ability to concentrate their attention, focus on activity, audition the instructions to the end, keep the rules set up for the activity (listen to each other, not to interrupt, not to swear and similar); children with intellectual disorders who participated in the research learned to keep the rules set up for the group work, listen up to the instructions to the end, in case they don't understand them they learned to ask the leader of the group to explain over, repeat in time and properly; children with studying, language disorders who participated in the research visibly launched to rely their possibilities, their self-estimation, self-confidence increased therefore they became more self-sufficient, proactive, less complicated for their disorders. Children who participated in the research became more self-sufficient, proactive, their intercommunication in group improved and they obtained other social skills required for positive changes. During games risk group children overcome difficulties related with their parent's substance abuse, rising problems while learning to talk about them frankly, not to be shy, not to blame themselves, to search for solutions. The tendency raised that risk group children's parents are more susceptible to debase, are blind to their children's abilities, achievements. Some parents are not interested in subjects related to