Abstract:
© 2019, Springer Nature Switzerland AG. Modern psychological researches emphasize the need to identify the problems of socialization in younger schoolchildren with deficitary dysontogenesis. These studies highlight difficulties that schoolchildren face with in predicting events in communication with peers and adults, in virtual communication, in educational activities and in relation to the disease, imposing restrictions on their successful socialization. This is why it is important to identify the deficit of prediction in schoolchildren suffering from visual, hearing, speech, and musculoskeletal disorders and develop directions for the formation of prognostic competence. 184 schoolchildren aged 8 to 10 took part in the diagnostic survey: schoolchildren with normotypic development (85 children); schoolchildren having disorders of the musculoskeletal system; schoolchildren with hearing impairment; schoolchildren with visual impairment; schoolchildren with speech disorders. The study used the author’s diagnostic methodology called “The ability to predict in situations of potential or real violation of social norms.” The survey revealed a lack of predictive competence in younger schoolchildren with deficient dysontogenesis caused by low level of regulatory function and the ability to predict events in educational, family and virtual interaction. The study enabled to offer directions of psychological support of schoolchildren with developmental disorders depending on the development of their prognostic competencies in cognitive, regulative and speech-communicative functions and deficiency in significant spheres of relations. Possible effective strategies for schoolchildren accompaniment include the expansion of their social (real) experience and speech communication, the formation of life safety, introduction to social norms, resolving prognostic tasks and fantasy tasks, organizing and maintaining a communicative cooperative situation.
