The PREP Play Program: Play Skill Instruction for Young Mentally Retarded Children.

Autor/inn/en	Watkinson, E. J.; Wall, A. E.
Institution	Alberta Univ., Edmonton.
Titel	The PREP Play Program: Play Skill Instruction for Young Mentally Retarded Children.
Quelle	(1979), (356 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Early Childhood Education; Group Activities; Individualized Instruction; Moderate Mental Retardation; Motor Development; Play; Sequential Approach; Student Evaluation; Task Analysis; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Gruppenaktivität; Individualisierender Unterricht; Motorische Entwicklung; Spiel; Schrittfolge; Schulnote; Studentische Bewertung; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The document provides information on the PREP Program for young moderately mentally retarded children, a program which offers individualized instruction in selected play skills, small group activity to facilitate the practice of play skills, and the encouragement of purposeful play within a stimulating free play environment. It is explained that students are assessed on target skills and task sequences in the areas of locomotion, large play equipment, small play equipment, and play vehicles. Procedures are outlined for assessing skills using the Free Play Inventory and the Individual Student Profile. The prescription of skills for instruction is seen to involve choosing target skills and choosing the task step. Individualized instruction is discussed in terms of the teaching episode, preresponse prompting, response evaluation, postresponse feedback, and teaching over a series of episodes. Guidelines are delineated for using the Daily Record Form to monitor progress and evaluate instruction. Finally, information is outlined on teaching groups of children with sections on objectives of group activity, the structuring of group activity, structuring the physical environment, and teaching strategies in group activity. Appendixes include assessment forms; monitoring forms; task sequence tables for locomotion; large play equipment, small play equipment, and play vehicles; and samples of group activities. (SBH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01