LANGUAGE AND SOCIAL DISADVANTAGE

Language and Social Disadvantage



LANGUAGE AND SOCIAL DISADVANTAGE

Introduction

Children with language difficulties may find it difficult to put across themselves, comprehend terms, converse in sentences and recognize easy directions. Every day life for these children can be stressful and exasperating. They can struggle to read, learn, join in, make friends and achieve. (www.ican.org.uk)

Relevance of the study of personality-forming interaction between teacher and child in the process of adaptation of vulnerable children due to a number of contradictions arising during the exacerbation of social and economic relations.

Background

Socio-economic conditions have created new problems for unemployment, alcoholism, drug abuse, adults and orphan hood, homelessness and psychological formation of children, especially disadvantaged. Bercow's report makes recommendations to Government about the steps it should take to transform provision for and the experiences of children and young people with speech, language and communication need (SLCN) and their families. However, at the present stage of development of society exacerbated these contradictions: - between the need to reform the education of vulnerable children and the general thrust of the reform of the educational system as a whole - between the recognition of the priority courses of education in educational practice and the lack of parenting in families of disadvantaged children - between traditional nature of the interaction caregivers who do not have those or other abnormalities, and the need for special forms of interaction between teacher and vulnerable children.

Thus, in the modern socio-cultural conditions become urgent in the scientific basis of adequate forms of teacher interaction with socially vulnerable children, who often remain outside the process of education and social adaptation.

These circumstances and the topic of our investigation: "Interaction of teachers and vulnerable children”

Objective:

The objective undertaken in this study is to develop the concept and testing models of personality-forming interaction between caregiver and child.

Subject of research:

The subject of research suggests personality-forming interaction between caregiver and child, the impact of this interaction on the social adjustment of children.

Research hypothesis

The process of adaptation of vulnerable children will be successful if it is based on theories of social adaptation, socialization, education and child development, as well as the theory of pedagogical support and care, and in this case: The main form of interaction between caregiver and child will be personality-forming interaction, which creates conditions for the emergence of the child's wishes to come into contact with the tutor - tailored to the individual child's personality traits and the degree of social vulnerability - by choice of collaborative solutions to the problems of the child - held a joint reflection process, educators and child personality-forming interaction and social adaptation as its main result.

Research Objectives

The research objectives undertaken in the study are:

1. Carry out theoretical analysis of problems of research and to define its conceptual apparatus.

2. Develop conceptual provisions personality-forming interaction caregiver and child in terms of social adaptation of children.

3. Develop and test a model student-teacher interaction and the forming of the child.

4. Determine the criteria, indicators and conditions for implementing this model in the socio-educational ...