Prognostic competence and socialization of junior schoolchildren with health limitations

Abstract

© Springer Nature Switzerland AG 2020. The study concerns the problem of prognostic competence of children with health limitations, relevant for understanding the psychological content of difficulties of socialization in dysontogenesis and the emergence of deviant behavior. The aim of the article is to determine the contour of prognostic competence, relevant to the socialization space of a junior schoolchild with health limitations. We have used the comparative analysis of literary sources, represented by the unity of comparative, bibliographic, logical methods of research. We actualized A.A. Rean approach to socialization; we realized competence approach in the interpretation of Yu.V. Gromyko. We expanded and clarified the idea of socialization space of a junior schoolchild in normogenesis and dysontogenesis. The term “prognostic competence of a junior schoolchild with disabilities” is defined as a developed ability to forecast in learning, in relationship with teacher, with peers, in the family, with “alien” adults, in virtual relationship, in attitude to health. Prognostic competence is interpreted as a developed forecasting, covering significant areas of the relationship of a child with health limitations and contributing to successful socialization. The proposed understanding of socialization space, including attitude toward learning, to teacher, peers, family, “alien” adults, health and virtual relationships, clarifies the idea of the social development situation of today’s junior schoolchild. It serves as a basis for developing diagnostic tools for prognostic competence, broadens the understanding of psychological and pedagogical of support children with health limitations. The proposed understanding can be used by teachers, psychologists, social workers, parents in promotion of socialization and prevention of deviations.