Experimental Research into Conscious Self-Regulation in First-Graders with Developmental Delay

• Published in: Behavioral sciences Vol. 9; no. 12; p. 158
• Main Author: Babkina, Nataliya
• Format: Journal Article
• Language: English
• Published: Switzerland MDPI AG 15-12-2019; MDPI
• Subjects: Children & youth; Education; Regulation; Schools; Skills; children with developmental delay (DD); inclusive education; studying problems; levels of self-regulation development; conscious self-regulation
• ISSN: 2076-328X; 2076-328X
• DOI: 10.3390/bs9120158

The underdeveloped conscious self-regulation of actions plays a primary role in the disorder-related character of children with developmental delay (DD). This study aimed to analyze and systematize specific occurrences of conscious self-regulation in children's DD-affected cognitive activity. Children aged 7-8 years were involved in the study (n = 60), including children with DD (n = 40) and school children displaying typical development (n = 20). The dotting test, visual pattern test, and Toulouse-Pieron attention test are the practical methods used in the study. Mathematical methods of statistics were applied to analyze the study outcome. The experimental research identified and described four levels of conscious self-regulation development in the cognitive activity of children with different learning capacities. The findings proved that children of 7-8 years with DD have an underdeveloped level of conscious self-regulation of actions in terms of their cognitive activity, and that they differ from their peers regarding typical development in terms of their conscious self-regulation level and skills. Special intervention programs that develop conscious self-regulation in the performance and behavior of children with DD are required to realize their cognitive and personal capacities and provide them with high-quality education.