Ethics, aesthetics and the perspective of written communication, or what, why and in what style we exchange information
As you know, greet, ask forgiveness and thank the natural, organic, willing and early start the children from families, where adults provide a favorable example for this.
Analyze the flow of information directed at the child and initiating the child’s own contribution to the communicative sphere, to the life of the environment. Does he motivate communication, cooperation, development? Does it improve the quality and sensation of life? Does it show signs of a value attitude of others around the child himself, his well-being, opinion, style, image? Apply the received data to the transformation of the content and form of the information directed to the child. Once caught, that the quality posts a negative, destructive or bad taste – discount the unfavorable promise more spiritualized information, fill harmony due to the positive x contents, replenish the deficit of interesting, intriguing, unusual information, it is possible and with critical comments if the child’s age allows. Although experience shows that good, kind comments are available not only to a person, but we tend to underestimate the abilities of children.
Orientation to quality, efficiency, social significance and cultural value of oral speech, writing, developing, anti-entropic application of digital information technologies is laid in the family, and even public opinion disapproving of the purely intellectual and cultural nature, lack of healthy social lifting will not be able to abolish this predetermination.
Of course, in families where there is no value perception of developed speech, children are more often in a situation of aggravation of the existing prerequisites for violation of oral and written speech due to microsocial neglect. Often this turns out to be a blessing, since a pronounced violation in speech development leads to the use of speech therapy, and the speech therapist in the situation of psychological tension and didactic mismatch of the child’s activity compensates for his insufficiency, not only of a program nature, but also of a conceptual, motivational, value plan, attitude to language culture and own speech, which the child did not receive in his family, in his preschool childhood.
It is on this basis that we form the aesthetic ideas, the feelings of the child, replacing them with a negative or even dramatic attitude associated with communicative insufficiency, errors in self-positioning, the opinions of others about their capabilities and prospects, and their own tense expectations of failure, blame or insulting underestimation, level of tasks, unnecessary or customary advances.
The aesthetic perception of the native language (and, indeed, of the foreign one, too!) Increases the effectiveness of metamodeling, forms the so-called sense of language. Teachers talk about spelling, and we suggest: you write down a word or try to see it with your inner gaze. What letter hinders, badly, ugly looks in a number of others? What letters did not you want to write? On which keys did she flinch? Not always the choice of such spelling sensitivity corresponds with the leading modality of the child (auditory, visual or other). Because a complex of abstractions and specifics is extremely multitasking here, and if the mismatch of such operations can be optimally structured, often such achievements are reflected in the adult, further success of the person, for example, professional, family, personal.
Aesthetics are a reflection of the appropriateness of any self-organizing phenomenon. By incorporating such an important and ordering factor in their activities, a person becomes involved in the possibilities of synergy, in the strategy of anti – entropy.
That, in fact, in itself is the need of the person of the highest plan – and at the same time increases the efficiency of simple and complex actions by an order of magnitude.
A person who has joined the sphere of high multitasking technologies, experiences exceptionally favorable experiences, what he has the right, the need for them lies in our nature and motivates him to further self-development. He becomes himself interesting and socially attractive.
Consider the presence of beauty, harmony in the speech environment of the child, in his self-concealment, especially – a child with a communication disruption is essential. It would seem that the predominance of negative, monotonous, simplified verbal information in the child’s living space is not the main destructuring factor for its development. But then we are surprised to find out the lack of motivation not only for the purposeful development of the child’s speech – but also the reluctance to cooperate with adults in general and the misunderstanding why it is necessary to do so. Participants in our workshops include teachers and parents to correlate the amount of positive information with negative, unpleasant – with attractive, one-type – with intriguing, support socio-pedagogical monitoring of aesthetic compliance of prosodics and graphics in communication.
We often even apply this approach. If the child is in a situation of intense correctional-educational process for a long time-or, conversely, with a short-term short-term correction act, we suggest that he imagine, simulate a situation of didactic success, and under this impression do some work. Often, such a technique can be effective and presentation.
It is effective to relate yourself to an attractive character, a significant close person, and not just in a didactic situation.
Harmony is given to praxis also through motor attraction of activity, social inclusion, grace of decisions.
Motivating and modeling, effective and effective, intriguing and value- significant – these are the components of self-determination of the individual, the status of the student, his communicative competences in the context of general civil growing up. Separately, they really do not exist.
Can we determine by the handwriting of the child whether he is restrained, tense, neurotic, anxious, bored, inclined to impulsiveness, exhausted? There are, of course, signs of various physical and psychological conditions. But the ability to tune in to the child, and his own ability to feel non-verbal information of the communicative component of the activity – is a powerful factor for achieving prosperity, success, mutual understanding.
Practitioners of education are becoming more and more surprised by clinicians and researchers. For example, how to consider the possible manifestation of a child with severe impairment in the development of sensori-motor amnesia? Sometimes the feeling of beauty is the most effective or the only language of cooperation accepted by the child.
The missing is replenished in a harmonious environment, in aesthetically and ethically conformable praxis.
The invasion of the digital civilization into our everyday life, the information expansion into the communicative sphere of human activity, too, must be cultivated in the format of a personal territory of human well-being, social attractiveness, to adopt an instrumental, functional position – as human -like components of its activity. And, accordingly, aesthetic, ethical, personally significant means and criteria are applicable and effective. For example, even for several years a person can gradually delegate some of the operations to an electronic “co-author”, even if he started with copying text, written on paper, on an electronic medium. Then the person tests the effective moment of editing the electronic text, archiving, sending on the Internet, but the system organization of the process includes more complex, structuring, analytical, evaluation components for creating, developing and structuring content, including right-hemispheric processes in passing, similarly to how it is formed and activated in such a way called “spelling vigilance”, but at a higher level, corresponding to the possibilities of digital technology. Instead of wearing a head preparing an article or several articles of periodically anosya its elements on paper and p ost e By transferring information electronically, today a person can already sketch out the scheme of several books, including rearranging the nodal components, expanding the components of the text without much stress, saving time, along the way carrying out other work that requires, perhaps, greater concentration of attention. the person to some extent takes out some of his functions, distances himself from the work that is being done, which usually involves the imposition of tools on the objects of labor. It is important that modern people can effectively perform a number of complex types of intellectually productive work with a parallel organization. This especially applies to children. Compare: modern schoolchildren for decades accumulate tendencies tendencies to perform simultaneously up to three or four cases, combining writing essays and communicating with watching TV, listening to music and recording individual thoughts. At first, public opinion included such a “syndrome of Julius Caesar”, also inclined to versatile simultaneous employment, to deviations from the norm. Now this phenomenon of time is ambiguous, but we must learn to live with it and to accompany more and more complex features of child development. This is especially important for children with disabilities, they often have to catch up with peers in accordance with the program, overcome specific difficulties in education and communication, and sometimes it is desirable for them to reach some advanced positions in development (due to the peculiarities of the educational route, frequent diseases or the operational cycle).
But even here the effectiveness, the motivating importance, the noticeable effectiveness of the ethical and aesthetic components of employment, no one canceled the intersubject inclusion of all participants in the social and educational dialogue!
Mastery of written communication does not exist in the form of the emergence of a separate human competence. It is systemically important what a person expresses, where he develops and what role he plays in society.
The application of Elena Rybakova’s “Phonemic Riddles” for development of morphological and grammatical vigilance of schoolchildren on the letter
The complication of the nosological picture observed by specialists who specifically accompany children with violation of written speech, as well as the socially contextual structure of the defect, presupposes both an expansion of the methodological base for the development of special education in this area, and the updating of diagnostic, correctional and developing materials to help teachers and parents.
Especially noticeable is insufficient aids and materials specialists arsenal accompanying children with pronounced layer, multiple breach requiring prolonged stress cooperation is often observed at pupils didactic negativism, fatigue, exhaustion perception needing effects overt, capacious means x correction and Development.
Many specialists develop new manuals and materials and adapt the available ones taking into account the categorical and individual needs of the students.
Such means are becoming and now updated manual “Fonematich riddles”. Prepared on the basis of experience in correcting oral speech of pre-school children, as well as a number of other manuals of this series, this publication, whose materials and recommendations are aimed at the development and refinement of the children’s dictionary, the notions of the surrounding world, and their correction an analytical perception, an analytico – with the intellectual components of speech, – with respect to the written speech of schoolchildren with dysgraphy, remains relevant.
Sophisticated, whimsical word usage, word formation, a combination of words that contribute to the refinement of perception, analytical and synthetic support oral speech of children, as well as the need to st ugadyvat s answers, taking into account as a phonetic-f onemat ble and lexical component s mysteries, and the semantic content of the texts, allow to improve operational processes and comprehension of tasks already in written speech, especially this is relevant for children with violations of letters and other problems in cognitive development.
In addition, for these groups of schoolchildren, it is also possible to consolidate in the game form knowledge about the environment, which also allows to achieve this benefit with a favorable organization.
For children with respect to the normative formation and development of oral speech, writing, the conceptual sphere, these materials can be applied in the game, training plan, as well as the object of cultural and projective research of schoolchildren, a model for parody and imitation.
The updated edition is being prepared with the development of illustrative and didactic material that meets modern requirements, including – intriguing, distanced from the usual format.
Selection of text for reading in difficult cases violation of the letter from schoolchildren at speech therapy and in the family
Letters violations observed in both children with dysgraphia as a separate problem, and at the school Cove suffering from inadequate STI educational organization de yourself, exhaustion of neuro- psychological proce ssov with significant characterological features – and many other options diskompetentions.
An important circumstance here is not always available, especially correctional with overdoing, so parents and teachers need simple and distinctive guidelines both for determining the nature of the student’s difficulties and for supporting effective, efficient, coherent social and educational support.
Another category of schoolchildren who may not receive correctional help due to a number of subjective and objective circumstances are gifted children, highly motivated pupils and schoolchildren with unequal object success (in this case we mean children who have difficulty on subjects related to literate writing. Gifted children can, for example, be tightly engaged in olympiads, additional occupations on priorities and profiles, extra-curricular and social activities-and at the same time accumulate gaps, problems, difficulties for quite some time, effectively masking them or depleting the operational resources of compensation.
Many of them are in primary school too quickly passed the stage of development of literacy is not enough mastered the delicate operations n avykov, analytical and with and ntetichesky component and process s comprehension of written language, h then the complication of textual material and other components of the lexical, graphic work, these shortcomings manifest themselves with growing on tensions. The more neglected the situation, the greater the subsequent difficulties, the more complex the organization and the provision of diagnostic and corrective support.
The organization of their educational status by the schoolchildren, as well as his environment, the objective conditions do not always contribute to the provision of a corrective-development process.
The more pronounced is the shock of students and adults, when a complex survey reveals, for example, that the problems in the development of written speech are more significant than anticipated – but the reading is not so favorably shaped to neglect the system of special accompaniment of dyslexia.
Students especially have secondary school level, actively protesting at depth diagnosis of reading processes, their ambitious expectations you expressions discord with lowering their educational status – and then stunned the state must be reoriented in productive actualization not only p adi saving their psihoemotsiona ceiling elements of well-being, but also due to the high resource availability of such affective readiness.
Correctional and developmental studies at school age are mainly associated with the educational process, therefore their content is correlated with the training program both in the strategic aspect and in the operational mode. However, the principle of correlation of individual achievements and perspectives of pupil development prevails when selecting texts for correctional work. If the productive speed and the level of text complexity are significantly behind at the moment from the parameters of the main program, the work of the class, then the teacher’s ability to adjust to the productivity of the child is more limited than for the speech therapist in individual lessons or for the prepared parent.
Speech therapist at the introductory stage of the remedial work, as a rule, is combined with the primary diagnosis in the school, often simplifies text Materia ly read / important first – read it without errors / even on current student opportunities with a view to ensuring psihoemotsiona ceiling elements of comfort, improve individually significant motivation, didactic employment attractiveness and also for positioning correcting process, the need for perspective model tion and often contributes independently appl ennomu schoolboy desire to increase the degree of difficulty and pace of work.