Abstract
In this article, the authors present a description of an innovative project aimed at fundamental scientific research into the dyssynchrony of the psychosocial development of children and adolescents in the context of the dynamic approach of the outstanding Russian scientist Lev Vygotsky. A new methodological paradigm for the integrative analysis of dyssynchrony in the psychosocial development of children and adolescents in the system of preventive educational programmes of school inclusion in Slovak Republic is proposed. The essence of the project is to fundamentally substantiate the theory of dyssynchrony of the psychosocial development of children and adolescents for the first time in relation to inclusive education in the sector of prevention programmes. The main priorities of this basic research are to analyse the specific psychological and social obstacles related to the development of children and adolescents, to find means of overcoming them in inclusive school education and to develop a system of prevention based on an analysis of the qualitative specificity of the development process and the mechanisms of the system regulating dyssynchronous fluctuations.
Keywords
Get full access to this article
View all access options for this article.