Relevant bibliographies by topics / Swimming for children – Psychological aspects

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Swimming for children – Psychological aspects'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Swimming for children – Psychological aspects"

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Barnabe, Milena Schiezari Ru, Hélio Mamoru Yoshida, João Guilherme Cren Chiminazzo, Vinicius Nagy Soares, and Paula Teixeira Fernandes. "Como se enxergam treinadores e praticantes de natação?" Caderno de Educação Física e Esporte 18, no. 1 (April 16, 2020): 23–28. http://dx.doi.org/10.36453/2318-5104.2020.v18.n1.p23.

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INTRODUÇÃO: A prática esportiva, especificamente a natação, está entre as principais modalidades praticadas por crianças e adolescentes no Brasil. OBJETIVO: Descrever condutas de treinadores de natação e verificar como essas condutas são percebidas pelos atletas. MÉTODOS: Foram entrevistados 30 nadadores (15,31±2,47 anos) e 5 treinadores, através da Escala de Comportamento do Treinador - Visão Atleta e da Escala de Comportamento de Treinadores Desportivos - Versão Treinadores. RESULTADOS: Foi identificada correspondência entre as opiniões, demonstrando que as percepções dos treinadores são similares às percepções dos atletas de natação. CONCLUSÃO: Os treinadores investigados apresentaram preocupação com a formação abrangente dos praticantes, sobretudo em relação aos aspectos técnicos, físicos e psicológicos. ABSTRACT. How do coaches and swimmers see themselves? BACKGROUND: Sport, specifically swimming, is among the main sports practiced by children and adolescents in Brazil. OBJECTIVE: To describe the conduct of swimming coaches and to verify how these behaviors are perceived by athletes. METHODS: 30 swimmers (15.31±2.47 years) and 5 coaches were interviewed through the Coach Behavior Scale - Athlete Vision and the Sports Coach Behavior Scale - Coach Version. RESULTS: We identified a correspondence between opinions, demonstrating that coaches ‘perceptions are similar to swimming athletes’ perceptions. CONCLUSION: The investigated coaches were concerned with the comprehensive training of practitioners, especially regarding the technical, physical and psychological aspects.
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Butler, Richard J. "Night Wetting in Children: Psychological Aspects." Journal of Child Psychology and Psychiatry 39, no. 4 (May 1998): 453–63. http://dx.doi.org/10.1017/s0021963098002224.

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Balan, Valeria. "Aspects of the Swimming Lesson Design at Disabled Children." Procedia - Social and Behavioral Sciences 197 (July 2015): 1679–83. http://dx.doi.org/10.1016/j.sbspro.2015.07.219.

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Forsyth, Brian W. C. "Psychological aspects of HIV infection in children." Child and Adolescent Psychiatric Clinics of North America 12, no. 3 (July 2003): 423–37. http://dx.doi.org/10.1016/s1056-4993(03)00023-3.

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Butler, Richard J. "Annotation: Night Wetting in Children: Psychological Aspects." Journal of Child Psychology and Psychiatry 39, no. 4 (May 1998): 453–63. http://dx.doi.org/10.1111/1469-7610.00342.

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Yamamoto, Minako, Jin Kanzaki, Kaoru Ogawa, and Kyoko Asano. "Psychological aspects of psychogenic deafness in children." International Journal of Pediatric Otorhinolaryngology 21, no. 2 (April 1991): 113–20. http://dx.doi.org/10.1016/0165-5876(91)90141-w.

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Draskovic, Biljana, Jovana Simin, and Ivana Kvrgic. "Psychological aspects of pediatric anesthesia." Medical review 68, no. 1-2 (2015): 29–34. http://dx.doi.org/10.2298/mpns1502029d.

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Surgery and anesthesia cause a significant emotional stress in both parents and children. Since the consequences of this stress develop immediately after surgery and can last even when the hospital treatment is over, the role of the anesthesiologist is to ensure psychological as well as physiological well-being of the patient. In order to reduce emotional stress induced by anesthesia and operation, the anesthesiologist has to understand certain developmental phases that children go through and to identify situations which a child could potentially see as a danger or a threat. This can usually be achieved by careful preoperative assessment and by administering preoperative sedation. During the preoperative visit to the patient, the anesthesiologist can evaluate the levels of anxiety of both parents and children as well as assess the child?s medical condition.
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Cook, Gillian M., David Fletcher, and Michael Peyrebrune. "Olympic coaching excellence: A quantitative study of psychological aspects of Olympic swimming coaches." Psychology of Sport and Exercise 53 (March 2021): 101876. http://dx.doi.org/10.1016/j.psychsport.2020.101876.

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Scaife, J. M., and J. M. S. Johnstone. "Psychological aspects of day care surgery for children." Baillière's Clinical Anaesthesiology 4, no. 3 (December 1990): 759–77. http://dx.doi.org/10.1016/s0950-3501(05)80077-7.

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FRISCH, H., G. HÄUSLER, S. LINDENBAUER, and S. SINGER. "Psychological Aspects in Children and Adolescents with Hypopituitarism." Acta Paediatrica 79, no. 6-7 (June 1990): 644–51. http://dx.doi.org/10.1111/j.1651-2227.1990.tb11529.x.

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Dissertations / Theses on the topic "Swimming for children – Psychological aspects"

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Strange, Cecily. "The relationship of psycho-social factors to swimming competency and attendance at swimming programs among year seven students." University of Western Australia. School of Human Movement and Exercise Science, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0041.

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Children in upper primary school who have not made progress along the Swimming and Water Safety Continuum may be at a greater risk in an aquatic environment because they have not developed the swimming competency, endurance and skills needed for survival in threatening aquatic situations. Three groups representing different socio-economic and geographical areas were selected to explore the relationships between psycho-social factors and the development of swimming ability among year seven students. Two groups from lower socio-economic areas were chosen. The first group was directly on the coast with easy access to the beach, while the second group was inland in the foothills of Perth. As higher socio-economic areas in Perth are generally not far from the coast only one group from a higher socio-economic coastal area was chosen. The participants were 540 year seven students, 282 of whom were males and 258 of whom were females. The primary variable of interest was the current swimming stage of year seven participants, and the differences between genders and/or locality groups. The primary research questions investigated differences between locality groups and/or genders for; a) perceived athletic competence and global self-worth, b) perceived swimming competency, confidence in deep water and importance placed on learning to swim well. c) perceived social support for sport and swimming activities and d) attendance at Interm, Vacswim and other swimming programs and aquatic venue experience. Relationships between swimming stage and the above variables were analysed. The secondary research questions investigated the most frequent reasons given by the students for not attending or discontinuing participation inVacswim, and whether there were differences between locality groups or genders. Findings indicated that the lower socio-economic groups had a significantly lower swimming stage and lower perceived self-worth than the higher socioeconomic group. Students from the lower socio-economic inland area had the lowest mean swimming stage as well as lower perceived social support for sport and swimming than either of the other two groups in the study. The two lower socioeconomic groups also attended less swimming instruction and placed less emphasis on the importance of learning to swim well than the higher socio-economic group. Despite these findings, the lower socio-economic groups did not view themselves as any less able in terms of athletic and swimming competence. However, as the two lower socio-economic groups have not progressed along the Swimming and Water Safety Continuum to the 'desirable standards' of the RLSSA (1999), these groups could be viewed as at-risk in an aquatic environment. At the same time, there was evidence that attendance at Interm along with attendance at another swimming program enabled participants to reach the 'desirable standards' of the RLSSA (1999). Girls generally had a higher swimming stage than boys in the lower socio-economic areas, attended year seven Interm and Vacswim more than boys, reported more social support for sport and swimming, and placed more emphasis on the importance of learning to swim well than boys. While many of these relationships between swimming stage and psycho-social factors have been intuitively accepted within the swimming teaching industry, we now have a better understanding of the strength and direction of these relationships.
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Scallen, Stephen. "An empirical examination of the zone of optimal functioning theory." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834513.

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This study examined Hanin's (1980) zone of optimal functioning (ZOF) theory. The purpose of this investigation was to determine whether being in or out of a ZOF could be used to predict performance of 19 female and 16 male varsity college swimmers. Determining ZOFs required a two part strategy. In part one, subjects retrospectively revealed optimal anxiety using the SAI and CSAI-2 anxiety inventories. Standard deviations from this portion of the study were used to determine the size of individual ZOFs. Each swimmer was assigned SAI, cognitive, somatic, and selfconfidence ZOFs. In part two, swimmers rated level of anxiety prior to competition. Pre-competition anxiety scores were compared to individual ZOFs to determine if swimmers were within or outside their ZOFs prior to performance. A performance score of 1 was assigned to swimmers whose competition time was better than their mean time for previous competition, while a score of 0 was assigned to those swimmers whose performance time was worsethan their mean time for previous competition. Tetrachoric correlations were computed to determine the magnitude of relationship between location about ZOF and subsequent performance score. Results indicated that being within SAI and somatic ZOFs were related to above average performance for male swimmers. A somatic-cognitive interaction was also significant for male swimmers. No significant relationships were identified for female swimmers possibly due to questionable reliability and validity of anxiety responses for females. It was concluded that data for male swimmers supported ZOF theory.
School of Physical Education
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Chambers, Timothy. "Personal constructs on resilience in swimming." University of Western Australia. School of Sport Science, Exercise and Health, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0023.

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[Truncated abstract] Resilience is a concept that originated from behavioural science; a branch of research aimed at explaining unexpected benign or malignant outcomes associated with human development. It is a psychological construct that encompasses both cognitive and behavioural responses to negative situations and appears to exist at both an individual and group level. As a concept, resilience receives considerable attention from researchers within developmental psychology fields, who primarily identify numerous risk and protective factors. Within sport, however, researchers have demonstrated a preference for the examination of more traditional concepts, such as coping strategies. Moreover, few investigations in either domain employ a cogent theoretical framework to guide the research. Therefore, the present research program utilises Personal Construct Psychology (PCP; Kelly, 1955) principles to direct the proposed research. PCP is a theory about theories that emphasised our underlying ambition to make sense of the world, the events people encounter and themselves. According to Kelly, PCP is guided by the fundamental postulate and 11 corollaries. The PCP research template employed by the current research program promotes the utilisation of multimethod designs (i.e., qualitative and quantitative investigations) in order to understand and facilitate the development of resilience in swimming. Three research investigations are proposed to examine resilience in swimming, and are structured according to PCP. Each investigation is outlined below. Study 1. An interview protocol based upon key elements of Kelly s (1955) psychotherapy retrospective interview protocol was employed to elicit an understanding of resilience in swimming. Fourteen interviews were scheduled with elite Australian swimmers and swimming coaches, utilising the interview schedule. ... Study 3. The aim of this study was to design, implement and evaluate a resilience intervention for youth swimmers. Utilising the data generated from the first study, a resilience enhancement program was designed and delivered to 16 developmental swimmers over a period of three months. Resilience was measured pre, during and post intervention, and three months after the intervention. Resilience was also measured on an age and ability matched control group (n = 20), at the same time points. Results revealed improvements in resilience for the experimental group following the completion of the resilience program. In summary, the present research program employed a PCP (Kelly, 1955) research template to guide the aforementioned studies of resilience. The data collected from the research investigations contributed considerable knowledge to the resilience concept, and the sport psychology field. The qualitative study was the first of its kind to examine the concept in swimming, revealing several elements and process pertaining to resilience that later formed the foundations for the resilience intervention. General conclusions propose that future research combine psychological measurement of resilience and more traditional sport psychology concepts, in addition to the development of a sport specific psychometric measure of resilience.
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Walder, Cristine P. "Psychological aspects of day-case surgery for children." Thesis, University of Nottingham, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317582.

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陳文娟 and Man-kuen Sonia Chan. "Communicative intent in children with autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37090288.

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Smith, Anna Magdalena. "Food choices of tactile defensive children." Thesis, University of Port Elizabeth, 2003. http://hdl.handle.net/10948/d1020371.

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This research explores a different view of the picky or fussy eater. Although occupational therapists and speech therapists are aware that children with sensory defensiveness and specific tactile defensiveness have different eating habits, this has not been described before.
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Chan, Holing Sarah, and 陳可苓. "The associations between video gaming, sleep, and neuropsychological functioning in Hong Kong children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209534.

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This study examined the associations between video gaming, sleep, and neuropsychological functioning. A total of 143 mother-children dyads were included in the study. The children’s neurocognitive functions were measured using the Wechsler Intelligence Scale for Children– Fourth Edition (Hong Kong), the Test of Everyday Attention for Children (TEA-Ch), and the Grooved Pegboard Test. Sleep quality was measured by the Children's Sleep Habits Questionnaire (CSHQ) and the Pittsburgh Sleep Quality Index (PSQI). Problematic behaviors were measured using the Child Behavior Checklist (CBCL). It was found that (1) more video gaming was associated with poorer subjective sleep quality and shorter total bed time, but not any actual reported sleep time or any domains of problematic sleep in children, (2) playing video games before bed was not associated with more sleep problems in children, (3) children with more sleep problems were perceived to have more internalizing and externalizing behaviors, (4) sleep problem was negatively associated with tests of perceptual reasoning abilities, and had a moderating effect on the relationship between video-gaming and a hand-eye coordination task. Results implied video gaming might not be predominantly bad for children, and the use of it as a training tool must target specific cognitive skills in order to be effective. Children’s sleep problems should be part of a clinical computation and adequately addressed.
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Clinical Psychology
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Master of Social Sciences
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Tang, Ho-ming Raymond. "Empathy and psychological adjustment in Chinese children with asthma." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B29789497.

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Strosnider, Deborah Vivian 1958. "AN EXPLORATION OF PERCEPTIONS OF PAIN IN CHILDREN WITH LEUKEMIA." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/275484.

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梁希然 and Hei-yin Leung. "Emotional responsiveness and expressiveness of young children with autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37091062.

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Books on the topic "Swimming for children – Psychological aspects"

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You only feel wet when you're out of the water: Thoughts on psychology and competitive swimming. Austin, Tex: Keel Publications, 1991.

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Swimming anatomy. Champaign, Ill: Human Kinetics, 2010.

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The swim to win playbook. Austin, Tex: Keel Publications, 1998.

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Hogg, John M. Mental skills for swim coaches: A coaching text on the psychological aspects of competitive swimming. Edmonton: Sport Excel Pub., 1995.

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Swim: Why we love the water. New York: PublicAffairs, 2012.

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Nager, une rencontre avec l'imaginaire. Paris, France: Harmattan, 1998.

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Swimming studies. New York: Blue Rider Press, 2012.

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Barzdukas, Audrius. Gold minds: Gold medal mental strategies for everyday life. Indianapolis, IN: Cooper Pub. Group, 1995.

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Barzdukas, Audrius. Gold minds: Gold medal mental strategies for everyday life. Indianapolis, IN: Cooper Pub. Group, 1995.

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Casby, Aoife. Mental imagery and expertise in swimming: What are the effects of visualization training? Dublin: University College Dublin, 1996.

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Book chapters on the topic "Swimming for children – Psychological aspects"

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Delamater, Alan M. "Psychological Aspects of Diabetes Mellitus in Children." In Advances in Clinical Child Psychology, 333–75. Boston, MA: Springer New York, 1986. http://dx.doi.org/10.1007/978-1-4613-9823-3_10.

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Mackner, Laura M., and Wallace V. Crandall. "Psychological Aspects of IBD in Children and Adolescents." In Pediatric Inflammatory Bowel Disease, 483–90. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-5061-0_44.

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Alabdulgader, Abdullah. "ICD in Children and Youth." In Psychological, Emotional, Social and Cognitive Aspects of Implantable Cardiac Devices, 149–79. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55721-2_9.

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Reed-Knight, Bonney, Laura M. Mackner, and Wallace V. Crandall. "Psychological Aspects of Inflammatory Bowel Disease in Children and Adolescents." In Pediatric Inflammatory Bowel Disease, 615–23. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49215-5_50.

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Nayagam, Daya, Paul Archer, Susheela Sababady, Shema Doshi, and Ella Sherlock. "Adherence, Symptom Management, Psychological Aspects and Multidisciplinary Care of Children with HIV." In Nutrition and HIV, 72–86. West Sussex, UK: John Wiley & Sons Ltd., 2013. http://dx.doi.org/10.1002/9781118786529.ch5.

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Utens, Elisabeth M., and Eveline Levert. "Psychological Aspects in Children and Adolescents with Congenital Heart Disease and Their Parents." In Clinical Psychology and Congenital Heart Disease, 35–52. Milano: Springer Milan, 2014. http://dx.doi.org/10.1007/978-88-470-5699-2_3.

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Hillebrecht, Jennifer, Tina Zeiss, and Jürgen Bengel. "Psychological and Organizational Aspects of Migration of a Special Group of Refugees: The Example of the Special Quota Project Baden-Wuerttemberg with Yazidi Women and Children in Freiburg." In Refugees and Migrants in Law and Policy, 355–66. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72159-0_14.

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Kain, Zeev N., and Michelle Fortier. "Psychological Aspects of Pediatric Anesthesia." In Smith's Anesthesia for Infants and Children, 264–76. Elsevier, 2011. http://dx.doi.org/10.1016/b978-0-323-06612-9.00008-0.

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Kain, Zeev N. "Psychological Aspects of Pediatric Anesthesia." In Smith's Anesthesia for Infants and Children, 241–54. Elsevier, 2006. http://dx.doi.org/10.1016/b978-032302647-5.50012-6.

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Clark, Ruth. "How Do Children Learn To Talk?" In Psychological Aspects of Learning and Teaching, 158–88. Routledge, 2017. http://dx.doi.org/10.4324/9781315192833-11.

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Conference papers on the topic "Swimming for children – Psychological aspects"

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Bazhukova, Oksana A. "Clinical And Psychological Aspects Of Prevention - Overcoming Neuroses In Children." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.54.

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Bălan, Valeria. "Aspects of Learning of the Swimming Techniques in the Down Syndrome Children." In ICPESK 2017 - 7th International Congress on Physical Education, Sport and Kinetotherapy. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.03.57.

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Кобазева, Юлия Александровна. "SOME ASPECTS OF THE PSYCHOLOGICAL READINESS OF OLDER PRESCHOOLERS TO STUDY AT SCHOOL." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Июнь 2021). Crossref, 2021. http://dx.doi.org/10.37539/srp297.2021.47.39.009.

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Статья посвящена изучению различных компонентов психологической готовности к обучению в школе детей старшего дошкольного возраста. Выявлены особенности школьной готовности у нормотипичных детей и детей с нарушениями речи. The article is devoted to the study of various components of psychological readiness for school education of children of senior preschool age. The features of school readiness in normotypic children and children with speech disorders were revealed.
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Polyakova, E. A., and L. V. Mamedova. "Psychological and pedagogical aspects of the development of the emotional sphere in children with CRA in preschool age." In XXI All-Russian Scientific and Practical Conference young scientists, graduate students and students in Neryungri, with international participation. Tekhnicheskogo instituta (f) SVFU, 2020. http://dx.doi.org/10.18411/tifsvfu-2020-c2-157-71.

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Nechaeva, V. YU, and L. V. Mamedova. "Psychological and pedagogical aspects of the development of fine motor skills of the hand in children senior preschool age." In XXI All-Russian Scientific and Practical Conference young scientists, graduate students and students in Neryungri, with international participation. Tekhnicheskogo instituta (f) SVFU, 2020. http://dx.doi.org/10.18411/tifsvfu-2020-c2-157-67.

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Adamian, Elena Igorevna, Luiza Igorevna Adamian, and Elena Borisovna Kolosova. "Psychological and Pedagogical Aspects of Educational Events Involving Children with Special Needs and Disabilities: Analysis of Regional Practices of Supplementary Education." In International Research-to-practice conference. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98229.

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Randjelovic, Danijela, Jelisaveta Todorovic, and Miljana Spasic Snele. "PARENTAL EDUCATIONAL STYLES AS PREDICTORS OF PERFECTIONISM AND QUALITY OF SIBLING RELATIONSHIPS AMONG STUDENTS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact040.

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"The main objective of this study was to examine the relationship between parental educational styles, perfectionism in children, and the quality of adult sibling relationships. Additionally, the goal is to determine whether parental educational styles represent a significant predictor of perfectionism and quality of relationship between adults. The research was conducted on a sample of 200 respondents, students of the Faculty of Philosophy, the Faculty of Economics and the Faculty of Sciences and Mathematics in Niš. EMBU questionnaires were used to examine the parental educational styles, the Multidimensional Perfectionism Scale (MPS), and the KOBS Questionnaire on the quality of relationships with siblings in adulthood. The starting hypotheses have been partially confirmed and new questions have been raised about these constructs and their relationship. Statistically significant predictors of different aspects of perfectionism that were measured were a) significant predictors for the aspect of Parental Expectations were the following parental educational styles Overprotective mother (?=0.375, p=0.003) and Father’s Favoritism (?=-0.186, p=0.035), b) a significant predictor for the aspect of Organization was the following educational style Mother’s Emotional Warmth (?=0.335, p=0.031); c) significant predictors for Parental Criticism were the following educational styles Father’s Rejection (?=0.254, p=0.009) and Mother’s Emotional Warmth (?= -0.437, p=0.000), d) the significant predictor of Personal Standards was Overprotective mother (?= 0.307; p=0.042), e) significant predictors for Concern over Mistakes, were the following educational styles Parental Inconsistency (?=0.160; p=0.048) and Mother’s Emotional Warmth (?= -0.308, p=0.027), f) significant predictors of Doubts about Actions were the following educational styles, Parental Inconsistency (?=0.235, p=0.007), Overprotective mother (?= 0.304, p=0.035) and Mother’s Favoritism (?=0.222, p=0.028). When it comes to the quality of relationship between brothers and sisters, parental educational styles are also significant predictors of various aspects of those relationships. We are pointing out the most important results. Statistically significant predictors of the subscale Competition between siblings were the educational styles Father’s Rejection (?=0.469, p=0.000), Mother’s Favoritism (?=0.475, p=0.000), Father’s Favoritism (?=-0.196, p=0.029), and Mother’s Emotional Warmth (?=-0.313, p=0.019). Statistically significant predictors for the subscale Closeness or Warmth between siblings were the following educational styles Mother’s Rejection (?=-0.456, p=0.006) and Father’s Emotional Warmth (?=0.391, p=0.002). Statistically significant predictors for subscale the Conflict between siblings were the following educational styles Father’s Rejection (?=0.355, p=0.003) and Mother’s Favoritism (?=0.337, p=0.000). These results show that both rejection and favoritism by the parents contribute to the development of less desired relationships between siblings. Overprotective parents, inconsistency and favoritism of a child contribute to less desired aspects of perfectionism. Additional analysis of connection between perfectionism and relationship between siblings revealed that the less desired aspects of perfectionism are connected with bad relationships between siblings. The only exception is the aspect of Organization as it is connected with emotional and instrumental support, familiarity, closeness and admiration between siblings."
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Popa, Maria Cristina. "Breaking Stereotypes Concerning Remigrated Children - A Multinational Possible Intervention Plan through School." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/25.

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The article is based on a multinational study involving five countries (Romania, Portugal, Italy, North Macedonia, and Iceland) facing the return migration or remigration situation. Pupils (n = 1615), teachers (n = 370), future teachers (n = 166) and youth workers (n = 30) were questioned about various aspects regarding the subject. Among the matters, cultural needs appear to the most important. Based on the statistical analysis, the article describes the dynamics of the dependent variables, with highlighted interest on cultural needs. Psychological and social needs, cultural needs, and educational needs are discussed and link conclusions appear. Following the analysis, an intervention plan is built and tailored activities for teachers are proposed. Breaking stereotypes is a sensitive aspect of the intervention for the integration of remigrated children in the country of origin. The paper presents a possible intervention plan, with the elaborated activities and argues the elaborative process by calibrating each interference with the dynamics of the studied variables.
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Tsuprik, Valentina Dmitrievna, and Alena Aleksandrovna Rodina. "PSYCHOLOGICAL AND PEDAGOGICAL ASPECTS OF THE DEVELOPMENT OF CREATIVITY, EMOTIONAL-SENSUAL INTELLIGENCE AND MOTIVATION FOR CREATIVITY IN CHILDREN OF YOUNG SCHOOL AGE IN THE CONDITIONS OF A LITERARY CLUB." In МЕЖДУНАРОДНЫЙ ПЕДАГОГИЧЕСКИЙ ФОРУМ "СТРАТЕГИЧЕСКИЕ ОРИЕНТИРЫ СОВРЕМЕННОГО ОБРАЗОВАНИЯ". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-308.

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10

Pazukhina, S. V., and V. S. Makashova. "Learning the basis of self-regulation as one of the conditions of socialization of senior preschoolers with general speech underformation." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.918.927.

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The article provides a theoretical justification of the model of psychological and pedagogical support of the process of socialization of children of senior preschool age with a general speech underdevelopment. Based on the selected criteria and indicators, a diagnostic program has been developed that allows you to determine the level of formation of the components of socialization of preschoolers with speech disorders — behavioral, cognitive, social and personal. The authors obtained primary data for assessing the level of formation of the studied components of socialization. It is established that children of this category experience difficulties of a communicative, motivational, cognitive nature, which negatively affects the process of their socialization. One of the problematic aspects is the insufficiently formed level of voluntary self-regulation in them. The results obtained are interpreted as manifestations of modal-nonspecific patterns of impaired development and are used to justify the specifics of psychological and pedagogical support of the process of socialization of children in this category. The developed model of psychological and pedagogical support of these children includes three blocks: diagnostic-designing, correctionaldeveloping, consultative-methodical. The authors described the specifics of the content and methods for implementing each of them. The psychological and pedagogical conditions for the socialization of preschoolers with a general underdevelopment of speech are highlighted: the creation of a psychologically positive microclimate supporting the child’s communication in the family and kindergarten; carrying out special work to correct the deficiencies in the development of the components of socialization revealed in them during the diagnosis; development and implementation of an individual educational trajectory for the development of a preschool child with general speech underdevelopment, taking into account the specifics of nosology; systematic monitoring of the psychological and pedagogical status of the child in terms of changing the dynamics of mental development. As one of the conditions, the influence of arbitrary self-regulation on the success of the development of the listed components of socialization was considered.
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