Kamyanets` - Podilskyi Ivan Ohienko National University (UKRAINE)
About this paper:
Appears in: EDULEARN20 Proceedings
Publication year: 2020
Pages: 6374-6378
ISBN: 978-84-09-17979-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2020.1676
Conference name: 12th International Conference on Education and New Learning Technologies
Dates: 6-7 July, 2020
Location: Online Conference
The presence of aggression in the child's behavior is always the reason of great problems in the process of communication, but the aggressive tendencies aren't to be evaluated only as negative phenomenon. Aggression can rise as well as subside on the background of the child's activity increase. It can become apparent occasionally in all children and it can indicate the kind of child's personal sphere disorder. Thus, aggression can help a child to develop the spirit of initiative. However, it can provoke reticence and hostility as well.

The detailed analysis of the scientific theoretical approaches as for the determination of aggression gives the reasons to confirm that the majority of modern and classical scientists have analyzed the concept of aggression from two points of view: "the aggression" is any form of behavior aimed to the insult, doing harm to another living being, or "the aggression" is one of the forms of activeness, which can have positive or negative manifestation. That's why our investigation is dedicated to the analysis of the children's aggression from two points of view: positive phenomenon, which corresponds to the vital interest, self-defense, as well as negative, which corresponds to the cause of some suffering (harm) to any person or oneself. Our study examined conscious aggression in children. We have grouped and described the types of aggression. Positive aggression included: controlled, competitive, defensive subspecies; negative aggression included: depressive, demonstrative, physical subspecies. The purpose of the study is to identify the level of awareness of positive and negative aggression by children with typical and impaired speech. Research methods included a modified questionnaire test and an observation method.

The study had 286 children (6 to 10 years old), 57% of them with typical psychophysical development and 43% with speech disorders: a phonetic underdeveloped speech (henceforth we use abbreviation - PhUS), a phonetic-phonemic underdeveloped speech (henceforth we use - Ph-PhUS) and unsharply manifested general speech underdevelopment (henceforth we use UGSU).

We determined that the different subtypes of aggression were prevailing within each category of junior pupils. The children with speech disorders expressed depressive, defensive, demonstrative, physical and competitive subtypes of aggression. –°ontrolled subtype was least found.

Analysis of the results of the study showed that children with speech impairment are inherently negative manifestations of aggression such as a depressive and a physical subspecies. Educational and preventive work helped to prevent aggression by consistently applying differentiated groups of methods. In the first stage of correction work methods included play, conversation, pantomime studies, staging. In the second stage, the teaching methods included analysis of life situations, drawing up a story by drawing, playing, talking. On the third - the main method of work was drawing. On the fourth - listening to music and purposeful choice of music.

The influence of corrective methods has shown that aggression in children has not disappeared at all, it has transformed into other forms, which, on the one hand, do not injure the internal state of the child, and on the other - do not diminish the manifestation of others, and become less pronounced. In general, children have learned to adequately perceive, analyze, and respond appropriately in critical situations.
Conscious aggression, types of aggression, children with speech disorders.