Problem of formation of social and living skills of senior preschool children with cerebral palsy is studied in the thesis. Theoretical analysis of scientific literature has been performed concerning the research problem in interdisciplinary perspective from positions of linguistics, sociology, cultural studies, preschool and correctional pedagogy, preschool and special psychology, rehabilitology; common trends have been outlined and integral potential of the notion of “social and living skills” have been perceived. Term system for formation of social and living skills of senior preschool children with cerebral palsy has been explained.
Content of the theoretical construct of “social and living skills of preschool children with cerebral palsy” has been determined; its structural model has been developed. The construct of “social and living skills of preschool children with cerebral palsy”, consisting of motivational and value, cognitive, praxeological and socio-cultural components, has been theoretically grounded from the positions of interdisciplinary, systems, activity, competence and subjective scientific approaches to formation of social and living skills of senior preschool children with cerebral palsy.
There have been developed criteria, parameters and indexes, as well psychodiagnostic methodologies have been selected and modified for research of components of social and living skills of senior preschool children with cerebral palsy, which have become a basis for diagnostic complex. Scientifically grounded experimental model of research of social and living skills of senior preschool children with cerebral palsy has been created. Specifics of the formation status of components social and living skills of senior preschool children with cerebral palsy have been found, which expand the scientific ideas about development of subject-and-practical and social and communicative competence of such category of children. Specifics of motivational and value, cognitive, praxeological and socio-cultural components of social and living skills of senior preschool children with cerebral palsy have been disclosed. Component formation levels of social and living skills of senior preschool children with cerebral palsy have been singled out.
Efficiency of pedagogical technology of formation of social and living skills of senior preschool children with cerebral palsy has been theoretically grounded, developed and experimentally verified. Organizational, methodological and psychologically-pedagogical conditions for realization of social and living skills formation technology have been determined and developed. Principles of formation of social and living skills of preschool children with cerebral palsy have been outlined: professional competence; moral responsibility; providing assistance; cooperation and autonomy; creativity and invariance; comply with the ethics; pedagogical optimism; cultural responsibility; being active. Content of the principal conceptual approaches (multidisciplinary, activity, competence, subjective, systems and technological ones) to formation of social and living skills of senior preschool children with cerebral palsy has been covered. Formation stages (motivational adaptive, basic, operational technical, integrative) of social and living skills of senior preschool children with cerebral palsy have been grounded theoretically.
Methodological (educational and didactic) aids for formation of social and living skills of senior preschool children with cerebral palsy have been developed and tested. According to formation experiment results the suitability and efficiency of application of pedagogical technology contributing to improvement of the state of social and living skills of senior preschool children with cerebral palsy have been proved.
