Volume 02 Issue 09-2022
30
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
09
Pages:
30
-38
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The essence of the article is that modern psychological and psychophysiological methods provide detailed information
about biological feedback. In the practical work of psychologists in Uzbekistan, the use of biological feedback in
conducting psychocorrective activities proves to be an effective tool of psychocorrection in various psychological and
psychophysiological issues.
KEYWORDS
System, brain, psychology, alpha, beta, theta, neuron, method, biological feedback, physiology, psychophysiology,
cell, education, science, nerve cell, research, mechanism, practical activity, rhythm.
INTRODUCTION
It is necessary to meet the needs of the younger
generation that arise in the process of development.
But there are also cases when the needs of the child are
not fully met or do not coincide with his capabilities.
This, in turn, leads to fatigue of varying degrees in the
mental development of the child.
Research Article
IN PARTICULAR THE ROLE OF ALPHA RHYTHM IN THE DEVELOPMENT
OF MENTAL ACTIVITY
Submission Date:
September 20, 2022,
Accepted Date:
September 25, 2022,
Published Date:
September 30, 2022
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume02Issue09-06
Yakubova Guzal Asatullaevna
Tashkent State Pedagogical University Tashkent, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 09-2022
31
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
09
Pages:
30
-38
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
Positive emotional relationships with the people
around him play an important role in the mental
development and formation of the personality of a
preschool child. This is especially important in the first
six months of a child's life, it is during this period that
his connection with adults is directly on the emotional
level. He is considered emotional because he expresses
his feelings and accepts the feelings of an adult. This
connection between a child and an adult is carried out
in its pure form without any means, which is why it is
called direct communication [1].
Emotional communication is the primary psychic
connection between a parent and a child. It is formed
in the first months of a child's life and further creates
the necessary conditions for establishing contact with
adults. In addition, the child, entering into emotional
communication with adults, pays attention to the
features of the sound and intonation of speech [2].
Many external and internal conditions and causes act
on the transition to active speech, because these
conditions are interconnected with each other.
External conditions include sensory communication,
sensory connections, cooperation, acceptance by the
child of the conditions of communication. In the future,
in the process of communication between the child
and
adults,
personal
experience
is
directly
accumulated both in the circle of communication and
in the circle of primary manipulation with objects. This,
in turn, creates the basis for the inner development of
the child. The child gains experience in building the
image of an object and interacting with it. An adult
offers the child an object, tells him the name of the
object and what to do with it, therefore, the child has
a connection between the object that he sees and the
word he hears. On the basis of a certain object and
actions associated with it, an auditory image develops.
In this period, it can be assumed that the child
understands the speech of adults [3].
The absence of dialogic speech with an adult close to
the child or the incorrect form of such communication
causes mental disorders in children brought up in a
closed institution, that is, in an orphanage, they have
various difficulties in communicating with other people
and understanding them in their development as a
person. Violation of the functions of communication
forms a wrong idea in the child about himself and
others. The image of people in the child's mind is
formed through the perception and understanding of
the non-verbal actions of adults, the non-verbal mutual
influence of the child with the mother. Due to the fact
that this is a cognitive scheme, their formation
depends on social experience [4]. In the construction
and development of subjective relationships, a
positive, open and flexible "I" concept plays an
important role. The roots of objective attitudes
towards others lie primarily in an inadequate attitude
towards oneself, rejection of oneself and self-doubt
[5].
Volume 02 Issue 09-2022
32
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
09
Pages:
30
-38
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
1. In choosing a communication partner, usually
children brought up without parents choose a partner
in joint activities according to partnership (this occurs
5 times less among children brought up in a family).
Because the inmates of orphanages have ideas about
their peers full of threats and unrest[6]. However,
according to the studies of T. I. Komissarenko, the
attitude of an adult to a child affects the nature of his
relationship with other children [7].
The purpose of this article is to study the degree of
mutual communicative distance in the communication
of educators and children brought up in preschool
educational institutions (kindergartens), orphanages
(Mehribonlik houses) and SOS villages in conditions of
deprivation. For this, we used the method of Yu.Ya.
Ryzhonkin "Measuring the communicative distance".
The method of "Measuring the communicative
distance" in the process of mutual exchange of
information
allows
you
to
determine
the
communicative distance of people entering into
contact. To do this, participants in communication
must perform certain tasks to identify the distance
(close or far) and the communicative role
(communicator and recipient) between them. To
assess mutual sympathy, the subject must draw a
straight line between the points in the pole, that is, this
is achieved through the expression of his desire in the
form of a segment from the point "I" to the point of
another person. In the second series, on the contrary,
from the point of another person to the point of "I".
The article was written on the basis of the topic
“Psychological features of deprivation of preschool
children” of the project numbered Ё 1
-14 young
scientists of the Committee for the Development of
Science and Technology.
The study was conducted in Orphanage No. 24 in the
city of Tashkent and in Orphanage No. 9 in the city of
Samarkand among preschool children left without
parental care in the SOS village of Samarkand city, as
well as pupils of Preschool educational institution No.
112 in Tashkent city. The study involved 152 children
aged 5 to 7 years. The author expresses his gratitude to
the head and staff of the institution.
Various research institutions
N
x
σ
m
t
p
Preschool educational
institution
71
.51
.14
.02
5.3
4.3
.000
.000
Orphanage
40
.28
.20
.03
SOS
39
.35
.14
.02
Volume 02 Issue 09-2022
33
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
09
Pages:
30
-38
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
Analyzing the above table of various institutions for
preschool children in the methodology for studying
communicative distance, we see that for pupils of a
preschool educational institution, the arithmetic mean
is 0.51, the standard deviation is 0.14, the average error
is 0.02. This indicates a developed trusting relationship
between the teacher and the children, this has a
positive effect on the development of the child's
psyche. For children from the Orphanage, the
arithmetic mean is 0.28, the standard deviation is 0.20,
and the average error is 0.03. These indicators testify
to negative and official communicative communication
between children and the educator. This, in turn,
cannot but have a negative impact on the mental
development of the child as a person. There is a big
difference between the children of the Preschool
Educational Institution and the Orphanage (t= 5.3
p<0.00). In our opinion, the main reason for this is the
excessive official and negative communication of
orphanage teachers with children left without parental
care.
The relationships between the children of the
orphanage and their peers can to some extent
compensate for the satisfaction of the need to
communicate with adults and the objective world. It is
known that constant and emotional communication
with adults contributes to the early formation of a
child's interpersonal communication. Children of the
orphanage choose their peers, they strive for active,
mobile and emotional children. According to the
observations of M. M. Tsaregorodtseva, the peer of the
child who is next to him cannot influence and cannot
meaningfully fill the relationship. These children prefer
to observe peers, are passive in relation to their
partner, their facial expressions are poor, so an adult
must direct the connections of children, must teach
them to see the same person in others
like themselves. The relationship of children, increasing
their emotional tone, gives them new experiences, and
this is very important for a closed institution like an
orphanage. The relationship of children affects their
overall mental development. They serve as an
important source for the development of cognitive
activity of the child. The main direction in the mental
development of the child is his communication with
adults. Due to the late development of the need for
such communication, the pupils of the orphanage do
not form a full-fledged emotional and personal
communication, the need for situationally efficient
cooperation with adults does not appear in time, and
they lag behind in development. In addition, inmates of
orphanages do not form a subjectively-personally
oriented relationship with adults in comparison with
children growing up in a family [8].
The scores of SOS students in the village: the
arithmetic mean is 0.35, the standard deviation is 0.14,
the average error is 0.02. These indicators mean that
the educator of the SOS village, namely mothers-
Volume 02 Issue 09-2022
34
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
09
Pages:
30
-38
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
educators and children in their main activities are in
formal (business) communication, but the emotional
richness of communication plays an important role in
the mental and emotional development of the child.
The difference between pupils of a preschool
educational institution and children living in an SOS
village is (t=4.3; p=.000). That is, the indicators of the
communicative distance between the educator and
the child are somewhat better compared to children
from orphanages. One of the main reasons for this is
that SOS village has created conditions that are close
to family. Each house in the SOS village
consists of brothers and sisters, children of different
ages are brought up there and caregivers try to replace
their mother. We think that this is the main reason for
the difference in performance between the pupils of
the village and the orphanage. Thus, according to the
study, it was revealed that, due to certain conditions,
the inmates of orphanages have a negative main
activity and formal communication. To illustrate the
results obtained, we present the following diagram.
Comparative analysis of the "Communicative Distance" methodology in various institutions
(The ratio of the communicative distance of the child to the teacher)
As a continuation of the study, we tried to identify the
level of interest in relation to the partner as an object
of information exchange using the “I” tool of the
Yu.Ya. Ryzhonkin “Communicative distance”, that is, at
first through the expression of the child’s interest in
the personality of the educator, the study continued in
this way.
The methodology for measuring the communicative
distance in preschool children of various institutions,
given in the table, can be analyzed as follows: the
arithmetic mean of the level of interest of children of a
preschool educational institution in a teacher is 0.50,
the standard deviation is 0.15, the average error is 0.01
; they have developed formal and positive
Various research institutions
N
X
σ
m
t
p
Preschool Educational
Institution/Orphanage
64
/
62
.50
/
.30
.15
/
.19
.01
/
02
-6.5
.000
Orphanage / SOS
62
/
53
.30
/
.39
.19
/
.15
02
/
02
-2.6
008
Preschool / SOS
64
/
53
.50
/
.39
.15
/
.15
.01
/
.02
-4.0
.000
Volume 02 Issue 09-2022
35
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
09
Pages:
30
-38
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
communication between the child and the caregiver on
the Ryzhonkin scale.
The arithmetic mean of the level of interest of children
from orphanages in the personality of the teacher is
0.30, the standard deviation is 0.19, the average error
is 0.02; they can see the correspondence of these
indicators to the negative and formal scale of the
methodology. Children from the orphanage have
negative communicative communication and a formal
relationship with the teacher. There is a big difference
between pupils of a preschool educational institution
and children living in an orphanage (t= -6.5 p<0.00).
The indicators of children living in the SOS village: the
arithmetic mean is 0.39, the standard deviation is 0.15,
the average error is 0.02. These indicators correspond
to the formal scale of the methodology, the main
activity of the village educator, that is, the mother-
educator and children, is formal communication.
The difference between pupils of a preschool
educational institution and children living in the SOS
village is (t=4.3; p=.000), the result of the
communicative distance between the child and the
teacher is somewhat better compared to the pupils of
the orphanage. Accordingly, it is necessary to pay
attention to the views of N. A. Menchinskaya and V. S.
Mukhina, according to their views, the main factor in
the whims of children is the unfair, incorrect and
dismissive attitude of adults towards the personality of
the child, as well as the suppression of their interests
[9].
Between the children of the orphanage left without
parental care and the pupils living in the SOS village, as
shown in the above table, there was no significant
difference.
In the second series of the conducted methodology,
they tried to analyze the process from the point of "I"
to the point of close personality of the subject.
Presentation of indicators of "Communication distance" in various institutions
(The ratio of the communicative distance of the educator to the child)
Various research institutions
N
X
σ
m
t
p
Preschool Educational
Institution / Orphanage
64
/
62
.43
/
.21
.16
/
.21
.02
/
02
-5.4
.000
Orphanage / SOS
62
/
53
.21
/
.24
.21
/
.15
02
/
02
.692
490
Preschool / SOS
64
/
53
.43
/
.24
.16
/
.15
.02
/
.02
-7.1
.000
Volume 02 Issue 09-2022
36
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
09
Pages:
30
-38
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
The average value of the level of interest and the ratio
of the communicative distance of educators of a
preschool educational institution in relation to the
child's personality is 0.43, the standard deviation is
0.16, the average error is 0.02; according to Yu.
Ryzhonkin's scale, they have developed formal
communication between the child and the teacher, but
we cannot say that the degree of this communication
is positive. The average value of the level of interest,
communication distance and relationships of the
teacher of the orphanage in relation to the personality
of the child is 0.21, the standard deviation is -0.21, the
average error is 0.02; these indicators correspond to
the mandatory scale of this methodology. This means
that communicative communication is necessary and
obligatory between the children of the orphanage and
the teacher. There is a big difference between pupils of
a preschool educational institution and children from
an orphanage (t= -5.4 p<0.00). In the mental
development of the child, especially in the
development of speech, speech disorders and
developmental delays in conditions of deprivation are
proof of the importance of emotional connection. The
lack of emotional connection leads to a lag in the
mental development, speech and cognitive activity of
the child. (G.L. Rozengar-Pupko, 160, E.K. Kaverina, 67)
(Bowlby J., Craig G., Aksarina N.M. et al.)
The arithmetic mean of the level of interest and
communication distance of mothers-educators living in
the SOS village in relation to children is 0.24, the
standard deviation is 0.15, the average error is 0.02;
these indicators correspond to the formal scale of the
conducted methodology, that is, it can be seen that the
main activity of educators, namely mothers-educators
and children in the SOS village lies in formal
communication.
The difference between pupils of a preschool
educational institution and children living in an SOS
village (t=-7.1; p=.000), this indicator shows that the
communicative distance between the teacher and
children is somewhat better compared to pupils of the
orphanage, but the interest and relations in the
process of communication between educators of a
preschool educational institution with children are
higher compared to the other two institutions, this can
be seen in the table compiled on the basis of the results
of the study.
From the table above, it can be seen that there is no big
difference between the children of the orphanage left
without parental care and the pupils living in the SOS
village.
Based on the results obtained, it can be concluded that
the features in the emotional development of children
brought up in an orphanage are, first of all, in the
poverty of feelings and their expression. Along with
the poverty of their own feelings and experiences of
children, children do not always understand the
Volume 02 Issue 09-2022
37
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
09
Pages:
30
-38
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
feelings of adults, it is difficult for them to separate
positive and negative feelings. Due to the difficulty of
understanding the feelings of adults, children lag
behind in cognitive activity, as well as overall mental
development.
The obtained diagnostic results using the methods
used in the study made it possible to develop some
recommendations for preschool children with
deprivation.
•
Improvement of initial adaptive skills. Every
time at the exact time and only in a short period, at
different times of the day - playing, eating, walking, etc.
with the mother. The duration of the child's stay in the
nursery gradually and finally he remains without a
mother;
•
Various ways - individual, ensuring continuous
educational influence of the family and nursery
through a general conversation with parents;
•
It is necessary to teach children the skills to
communicate with representatives of different
generations, as well as with older and younger ones. It
is necessary to form in children patterns of behavior of
the elders in relation to the younger, and the younger
in relation to the elders. From this point of view, the
formation of groups of different ages in orphanages is
more effective. Gender identification and features of
the image of the family of children from orphanages
can give positive results.
REFERENCES
1.
Lisina M.I. Problems of ontogeny of
communication / M.I. Lisina. M.: Pedagogy,
1986. - 143 p.
2.
Sokhina T.V. Peculiarities of behavior of infants-
children of the orphanage in situations of
discomfort: abstract of the thesis. dis. cand.
psychol. Sciences: 19.00.10-M, 2003.-24s.
3.
Ruzskaya A.G. Features of the development of
speech in children brought up in different
conditions. Ed.-stat. V. S. Mukhina. M.:
Education, 1991-223 p.
4.
Ryumshina JI.I. Psychological features of the
knowledge of other people by children
brought up in a family and in an orphanage:
author. dis. . cand. psychol. Sciences: 19.00.07 -
M. 1990, - 24p.
5.
Parishioners A.M. Development of personality
in conditions of mental deprivation. M., 1991. -
156 p.
6.
Davis
JI.A.
Psychocorrection
of
self-
consciousness as a condition for the formation
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primary school age brought up in an
orphanage: author. dis.cand. psychol. Sciences
- M 1993 - 23 p.
7.
Korobeinikov I.A. About some features of the
formation of the intellect of children in
conditions of mental deprivation /I. A.
Volume 02 Issue 09-2022
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American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
02
I
SSUE
09
Pages:
30
-38
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
OCLC
–
1121105677
METADATA
IF
–
5.968
Publisher:
Oscar Publishing Services
Servi
Korobeinikov,
T.I.
Komissarenko
//
Defectology. 1990. - No. 3.
8.
Tsaregorodtseva
JI.
M.
Psychological
conditions for the organization of infant
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psychology. -1987.-
№6.
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Elkonin D.B. Mental development in childhood:
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Feldstein; Introductory article
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Feldshteina D.I. - 3rd ed. - M .: Moscow
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