Support of Games on Gender and Age Identification in Psychological and Pedagogical Habilitation of Preschoolers with Development Delay

УДК 376.3+376.4+373.24

DOI: 10.15293/1812-9463.2302.06

Irina G. Vechkanova

Institute of Special Education of the Ministry of Education of the Russian Federation, Moscow, Russia

Annotation. The article discusses the results of the study of the gender and age identification of preschoolers and, based on their consideration, suggests approaches to the organization of jointly distributed activities and a spatially developing play environment for habilitation and educational activities with children with different starting opportunities. The analysis of the results of the diagnosis of the process of sexual identification showed the role of social factors, the immediate environment in the formation of this process. The social factors of habilitation are revealed – play and communication during educational events involving children and adults (teachers and parents), as well as technological parameters of the educational situation, which are aimed at accompanying games on gender and age identification. The directions of the organization of the universal design of the educational environment and the implementation of tasks in games on social literacy/gender and age identification in the conditions of the “Educational eventˮ technology are described. Attention is drawn to social and museum-educational practices on the assimilation of roles, traditional cultural values, norms and rules of behavior in an inclusive society, civic identity, and historical memory by children with development delay.

Keywords: children with development delay, universal design, educational event, social literacy, gender and age identification, play activity, habilitation.

For Citation: Vechkanova I. G. Support of Games on Gender and Age Identification in Psychological and Pedagogical Habilitation of Preschoolers with Development Delay. Journal of Pedagogical Innovations, 2023, no. 2 (70), pp. 56–67. (In Russ.) DOI: https://doi.org/10.15293/1812-9463.2302.06

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Information about the Author

Irina G. Vechkanova – Candidate of Pedagogical Sciences, Associate Professor, Senior Researcher in the Laboratory of Education and Comprehensive Habilitation of Children with Development Delay, Institute of Special Education of the Ministry of Education of the Russian Federation, Moscow, Russia, https://orcid.org/0000-0001-6024-7820, ivechkanowa@gmail.com

Received: 01.03.2023; approved after peer review: 23.05.2023; accepted for publication: 30.05.2023.