Deviation-Amplification: Two Case Studies in Cognitive Development, A Seven Year Report (1969-1976).

Autor/inn/en	Steg, D. R.; und weitere
Institution	Edwards County Community Unit District 1, Albion, IL.
Titel	Deviation-Amplification: Two Case Studies in Cognitive Development, A Seven Year Report (1969-1976).
Quelle	(1976), (20 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Behavior Problems; Black Youth; Case Studies; Cognitive Development; Day Care; Disadvantaged Youth; Early Childhood Education; Emotional Development; Intelligence Quotient; Intervention; Longitudinal Studies; Preschool Children; Pretests Posttests; Prognostic Tests; Self Concept; Skill Development; Social Development; Socioeconomic Status; Typewriting + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Kognitive Entwicklung; Tagespflege; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gefühlsbildung; Intelligenzquotient; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prognostischer Test; Selbstkonzept; Kompetenzentwicklung; Qualifikationsentwicklung; Soziale Entwicklung; Socio-economic status; Sozioökonomischer Status; Maschinenschreiben
Abstract	Findings of a longitudinal study of early intervention are presented in this report of two case studies of low socioeconomic status black children. A girl and boy, approximately three years old when first enrolled in the educational day care program, exhibited severe behavior problems. Intellectual, emotional, psycholinguistic and perceptual functioning were retarded. The focus of the preschool program was on the acquisition of skills leading to reading, typing and number concepts, with the relationship of intellectual development to affective and social development also considered. Special use was made of the "talking typewriter" and "talking page." Remarkable progress in overall development was shown by both children in preschool and continued throughout the period under study, to age nine. Test data is given for the 7 year period. Achievements in cognitive development of the two children indicate the same kind of exponential curve, growing slowly at first, then rapidly, in a basic pattern of escalation. The talking typewriter is seen as a tool whereby the learner can begin to develop attitudes about learning and substantial cognitive skills through which he can realize that he plays a significant role in controlling his environment. In each of these case histories, increasing confidence seemed to alleviate a particular problem: the girl's chaotic classroom behavior began to be self-directed into constructive activity; and the boy's inwardly-directed active imagination began to turn outward in a positive way. (Author/BF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC