The role of group interventions in building life competencies of pre-schoolers with special educational needs

Abstract

Background: Developing life competencies in preschoolers with special educational needs is essential for social and emotional integration. This study fills a gap in the development of effective methods of group interventions focused on developing social, communicative and cognitive skills. Methods: The study was based on a quasi-experimental design using the principles of constructivism and activity approach. Methods of sensory psychomotor stimulation (ATP), cognitive reflection (CR) and creative mutual learning (TVN) were applied. The results were evaluated through quantitative data analysis and qualitative assessment of behavioural changes. The study involved 60 children with OOP, divided into three experimental and one control group. Results: The results showed that ATP improved motor skills by 50%, social skills by 30%, emotional stability by 25% and cognitive skills by 19.35%. The CR method increased cognitive skills by 45.16%, motor skills by 26.67%, social skills by 16.67% and emotional stability by 15.63%. TVN was most effective for the development of social skills (43.33%), emotional stability (37.5%), motor (23.33%) and cognitive skills (29.03%). Compared to the control group, all experimental methods demonstrated statistically significant results. Conclusions: The results confirm the effectiveness of an integrated approach to developing life competencies in children with OOP. The theoretical contribution is to prove the specific influence of methods on various aspects of development. Practical recommendations include implementing ATP, KR and TVN programs in the educational process and systematically assessing the effectiveness of methods. Further research should focus on the long-term effects of interventions and creating inclusive programs for different age groups.