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PSYCHOLÓGIA A PATOPSYCHOLÓGIA DIEŤAŤA
PSYCHOLOGY AND PATOPSYCHOLOGY OF A CHILD

Volume 38 / No. 3 / 2003

• SPRÁVANIE MATIEK V HRE SO SVOJIMI DVOJROČNÝMI DEŤMI A SOCIOEMOCIONÁLNY VÝVIN TÝCHTO DETÍ
• VÝVOJ RODOVÉ IDENTITY DĚTÍ MLADŠÍHO A STŘEDNÍHO ŠKOLNÍHO VĚKU
• KOGNITÍVNY VÝVIN SLEPOHLUCHÝCH JEDINCOV
• ČÍTANIE ROZPRÁVKOVÉHO PRÍBEHU AKO PROSTRIEDOK MODIFIKÁCIE POSTOJOV DETÍ MLADŠIEHO ŠKOLSKÉHO VEKU K ZRAKOVO POSTIHNUTÝM

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ZUZANA BOBOKOVÁ, HEINZ KINDLER

Katedra psychológie, FF UK Bratislava
Katedra vývinovej psychológie, Univerzita Regensburg

Abstract: The study is part of the Bielefeld longitudinal project focused on research of socio-emotional development of children. It represent the analysis of instructional behavior of mothers in playing with their two-year-old children (47 interactive couples, 23 girls and 24 boys) in the context of socio-emotional development of children. The study follows aspects of maternal behavior that inhibit exploration of children (directiveness, restrictiveness, intervention in child’s activity, ignorance and refusal of child’s requirements) and it values the quality of play scaffolding (orientation of the course of the play on the child). The analysis showed interindividual differences between mothers in the valued aspects of behavior also in orientation of the course of the play on the child. On the basis of the contexts among particular inhibiting aspects, the inhibiting tendency was confirmed in the behavior of some mothers. High directiveness of mothers in playing with two-year-old children is in a negative relationship with their maternal sensitivity toward one-year-old children. Restrictiveness of mothers in a play with two-year-old children is in a negative relationship with socio-emotional competence of children in these period of adolescence. Characteristics of mothers’ behavior in playing are relatively independent of demographic factors.
Key words: instructional behavior, inhibiting aspects of maternal behavior, play scaffolding, maternal sensitivity, socio-emotional development, socio-emotional competence

Psychológia a patopsychológia dieťaťa, 38, 2003, č. 3, s. 195–215.

PAVLÍNA JANOŠOVÁ

Abstract: The target of the study was to find out how some aspects of gender identity and role acquirement develop in children of younght and middle school age. Respondents were pupils of the primary school (1st, 3rd and 5th grades). The development of the gender aspects of personality was followed with regard to their toy and play preferences, gender of their best friends, ideas about their future vocation and analysis of drawing a human figure. The results confirm foreign studies and confirm a high gender stereotypes in children of this age (especially in toy and friends choices and in drawing of human figure). Absence of sufficiently near masculine models was apparent in boys’ asnwers.
Key words: Gender role acquirement, gender identity development, younght school age, middle school age, drawing of a human figure, preference of friends, future vocation, gender stereotypes

Psychológia a patopsychológia dieťaťa, 38, 2003, č. 3, s. 216–235.

EVA PAUKOVÁ, LADISLAV POŽÁR

Abstract: The goal of the study was to characterize the development of cognition of deaf-blind individuals and to confront it with information on cognitive development of intact individuals. The authors found that basal developmental lawfulness is universal, however, deaf-blind individuals who lost the two distance senses at early age become „normal“ only because of receiving help of others. Education of deaf-blind individuals confirms the existence of the sensitive period so typical for development of particular mental functions, mostly speech. The development direction from biological to psychosocial is apparent. This can only be mediated by language, which serves as social and simultaneously as mental tool functioning in communication and thinking of people concurrently. By description of the conceptual development of deaf-blind individuals it was possible to support Vigotsky’s theory according to which mental contents are developed by being organized from syncretism – via the complex – up to the concept.
Key words: deaf-blind, concept, gesture, language, mental development

Psychológia a patopsychológia dieťaťa, 38, 2003, č. 3, s. 236–250.

JANA KŠIŇANOVÁ

Abstract: Five classes of four grades of basic school participated in the qualitative-quantitative research. The visually impaired child was integrated in two classes of four experimental classes, one class served as a control class. The experimental intervention consisted of reading a fairy-tale story about a blind chicken; a more detailed analysis of the story and discussion in two experimental classes followed. The research showed that emotional component of children’s attitude toward the disabled is saturated mostly by curiosity. Positive tendencies prevailed in the connative component from the beginning. The reading of a fairy-tale story influenced the cognitive component of the attitude in the most. More distinct appeared to be the influence of the experimental effect in groups where, after the story was read, its analysis followed. However, the positive movement in children’s attitudes toward the visually-impaired was significantly mediated by the class atmosphere – a more distinct effect was found in more creative and more active classes.
Key words: visually-impaired child, attitude to the disabled, fairy-tale story

Psychológia a patopsychológia dieťaťa, 38, 2003, č. 3, s. 251–276.

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