International Journal of New Developments in Education, 2022, 4(2); doi: 10.25236/IJNDE.2022.040204.
Li Chen
College of education, Taiyuan Normal University, Jinzhong, 030619, China
With the rise of social information processing psychology, people begin to understand the social development of children with learning difficulties with the possible obstacles in the process of social information processing. There are many factors leading to children's learning difficulties. In addition to neuropsychology, cognitive psychology, social development and mental health characteristics, there are also their own physical quality and the influence of school and family. Educators should promote their cognitive development and correct their social development on the basis of improving their health level. Based on the systematic analysis of the characteristics of neuropsychology, cognitive psychology, social development and mental health of children with learning difficulties, this paper puts forward the educational countermeasures of training learning strategies, attribution strategies and cognitive monitoring strategies for children with learning difficulties. By studying and analyzing the social psychological characteristics of children with learning difficulties, this paper tries to understand the psychological status of children with learning difficulties in school at present. This paper tries to explain how to provide suitable education for children with different learning difficulties according to their social characteristics, so that they can get out of the predicament and face life optimistically.
Learning difficulties; Psychological characteristics; Social communication; Educational countermeasures
Li Chen. Research on Social Development Characteristics of Children with Learning Difficulties and Corresponding Educational Strategies. International Journal of New Developments in Education (2022) Vol. 4, Issue 2: 18-21. https://doi.org/10.25236/IJNDE.2022.040204.
[1] Chen I J, Wu Y, Wei B S. Effects of anxious emotions on the behavioral problems of Chinese children with learning difficulties [J]. Quality & Quantity, 2016, 51(3):1-19.
[2] Waber D P, Boiselle E C, Girard J M, et al. Ascertaining educational outcomes after assessment in children with learning disorders [J]. Clinical Neuropsychologist, 2016:1-14.
[3] Hartley C, Bird L A, Monaghan P. Comparing cross-situational word learning, retention, and generalisation in children with autism and typical development [J]. Cognition, 2020, 200:104265.
[4] McAllister, Jan. Behavioural, emotional and social development of children who stutter [J]. Journal of Fluency Disorders, 2016, 50:23-32.
[5] Gisella B, Valeria B, Francesca S I, et al. Social Competence in Children with Borderline Intellectual Functioning: Delayed Development of Theory of Mind Across All Complexity Levels [J]. Frontiers in Psychology, 2016, 7:1604-.
[6] Amaral, Joseph, L, et al. Ascertaining educational outcomes after assessment in children with learning disorders [J]. The Clinical neuropsychologist, 2017, 31(1):219-232.
[7] Clancy T, Jordan B, Weerth C D, et al. Early Emotional, Behavioural and Social Development of Infants and Young Children with Congenital Heart Disease: A Systematic Review [J]. Journal of Clinical Psychology in Medical Settings, 2020, 27(4):686-703.
[8] G Yıldırım, GÖ Akamca. The effect of outdoor learning activities on the development of preschool children [J]. South African Journal of Education, 2017, 37(2):1-10.
[9] Castro F D, Hubert C, Strand E, et al. Severe functional difficulties and disabilities in children and adolescents and the Sustainable Development Goals[J]. Salud Publica De Mexico, 2017, 59(4, jul-ago):354.
[10] Afiaz A, Masud M S, Mansur M. Impact of child's cognitive and social-emotional difficulties on child abuse: Does mother's justification of intimate partner violence also play a role? [J]. Child Abuse & Neglect, 2021, 117(7):105028.