Pedagogical neglect is a serious problem that is associated with certain deviations in the psychological development of children. They appear as difficulties with adaptation in society, as well as in communication with others. Nevertheless, this deviation should not be considered the final diagnosis, because it is quite amenable to correction.
Definition of a concept
Pedagogical neglect is a term that means a child’s condition characterized by developmental delays, accompanied by difficulties in adaptation in society and attacks of aggression. Children who have similar abnormalities are often called "difficult" or "difficult."
Types of pedagogical neglect
Pedagogical neglect is a problem associated with the behavior of the child and its adaptation in society. The following varieties can be distinguished:
- moral - the lack of ideas about the norms of behavior accepted in society and moral values;
- intellectual - lack of interest in learning and unwillingness to develop;
- aesthetic - the absence of a concept of beauty, as well as the erosion of the faces of the beautiful and the ugly;
- medical - lack of knowledge of basic hygiene rules or their complete neglect;
- labor - contempt for work and unwillingness to participate in socially useful work.
It is worth noting that the above types of pedagogical neglect can occur both individually and in combination.
Reasons for pedagogical neglect
Those or other problems associated with raising children do not arise from scratch. So, the following factors can serve as the reasons for pedagogical neglect:
- indifference on the part of both parents and other people who represent authority for the child;
- regular unreasonable criticism of behavior;
- constant conflicts and scandals in the family witnessed by the child;
- manic custody on the part of parents, which develops into total control of all spheres of the child’s life;
- physical abuse and lack of mutual respect between family members;
- illiterate work of teachers who consider it acceptable to humiliate or censure a child in the presence of peers;
- inability to establish contacts with friends, as well as insults and ridicule from them.
It is worth noting that it is with external factors that social neglect is associated. The pedagogical neglect of children is only to a small degree related to their personal qualities. In general, it is a flaw in the parents and educational institutions.
The main manifestations of pedagogical neglect
Social and pedagogical neglect undoubtedly has its manifestations. They can be of the following nature:
- Problems and difficulties associated with learning, which can be manifested in poor performance and slow assimilation of information. This may be due to insufficiently developed everyday skills that can be projected onto the educational process.
- Insufficient development of such mental processes as remembering, imagination, thinking, as well as some qualities inherent in any social personality. On the contrary, such characteristics as self-esteem and conflict are sharpened. The mood is subject to frequent changes.
- The distorted attitude of the child both to himself and to others. As a result, communication and communication is difficult, which leaves its mark on behavior.
Degrees of pedagogical neglect
Pedagogical neglect is a kind of deviation that can be expressed to one degree or another. So, the intensity of the manifestation may be as follows:
- A mild (latent) degree is characterized by weak dynamics, and therefore it is rather difficult to identify the problem. Often, neglect can be confused with the whims and deviations in behavior that are quite natural for one age or another. Also, the diagnosis of the problem is complicated by the fact that external manifestations may not be permanent, but have an episodic nature. Most often, the child feels quite comfortable in the family, but cannot adapt in society (or vice versa).
- The initial degree is characterized by deepening deviations. Over time, they become more noticeable and easier to diagnose.
- A pronounced degree of pedagogical neglect is characterized by the predominance of qualitative characteristics over quantitative ones. Positive properties practically do not appear if at the previous stages of development they did not find support and reinforcement. At this stage, it becomes clear that the child cannot be an independent subject and make informed decisions.
Diagnostic principles of pedagogical neglect
In order to be able to quickly and effectively solve a problem, it needs to be identified in a timely manner and thoroughly studied. So, the diagnosis of pedagogical neglect is carried out on the basis of the following principles:
- the study of individual characteristics should be carried out inextricably linked with numerous external factors;
- conclusions should be objective, and not based on a personal attitude towards the child or members of his family;
- the personality should be studied not only at this particular moment, but also in retrospect, with the possibility of making forecasts of future development;
- it is worth considering not only the superficial manifestations of deviation, but also pay as much attention as possible to the search for the causes that led to this or that state of affairs;
- one of the most important principles can be considered the so-called pedagogical optimism, which consists in the mood for a positive resolution of the problem, regardless of the degree of its complexity;
- the professionalism of the researcher should consist in deep knowledge in the field of psychology, sociology and pedagogy;
- to solve the problem, it is important to work with the child not only in the general direction, but also on the principle of his determination, taking into account his desires and interests.
Correction of pedagogical neglect
Any deviations in the development of the child require immediate intervention and corrective action. Before taking any measures, it is worth identifying the reasons that led to the occurrence of deviation. Direct correction can be carried out on the basis of the following methods:
- general pedagogical influence, which consists in the correction of pronounced defects in behavior and character (fears, shyness, excessive excitement and other deviations);
- the use of specific pedagogical techniques that help eliminate external manifestations of deviation (for example, nervous tics), problems in learning and development (poor assimilation of material, insufficient amount of skills, etc.), as well as character flaws);
- correction of behavior and perception by involving the child in active labor;
- elimination of the problem by transferring to another team or carrying out reorganization and educational work in the existing one;
- the use of psychotherapeutic techniques that are based on suggestion, persuasion, hypnosis and psychoanalysis.
The main directions of pedagogical work
Pedagogical neglect of children should not be ignored. At the first signs of deviations, it is worth taking measures to eliminate them. As for educators, they should work in the following areas:
- prevention of possible offenses;
- correction of moral guidelines;
- permanent personal contacts in the form of conversations, trainings, disputes, and so on;
- artificial modeling of situations that carry an educational function;
- active interaction with parents and other family members;
- attracting the attention of public organizations to problem children;
- the involvement of children and adolescents who have been diagnosed with pedagogical neglect, to classes in out-of-school educational institutions.
Preventative measures
As in the case of a serious illness, a child’s deviant behavior is much easier to prevent than to deal with unpleasant consequences later on. Prevention of pedagogical neglect should be carried out in accordance with the following principles:
- taking into account personal characteristics of the character of the child, as well as his environment;
- highlighting the positive aspects of the psyche and reliance on them;
- close interaction of psychology and pedagogy.
Methods for the prevention of pedagogical neglect can be divided into four main groups:
- aimed at stimulating cognitive activity (training in a game form, a system of motivation and rewards, artificial modeling of situations);
- aimed at organizing collective life activities (training in labor, game and cognitive activities in a group, introduction of a competitive element);
- aimed at direct interaction with the child (communication and analysis, presenting requirements, constructive criticism, creating an atmosphere of mutual respect and trust);
- aimed at stimulating activity (requests, demands or suggestions, activities based on a positive example, the development of feelings of love, compassion, shame, and so on).
conclusions
Pedagogical neglect is a serious problem that can significantly complicate a child’s life. Unfortunately, parents and caregivers do not always pay due attention to this situation, believing that over time the child will "outgrow". However, in most cases, the problem only worsens over time. Unfortunately, if appropriate measures are not taken in time, a socially dangerous person can grow out of a pedagogically neglected child or teenager. With age, it is becoming increasingly difficult to correct behavioral deviations and psychological deviations.