Curriculum Guide: Hearing-Impaired Children - Birth to Three Years

Sonst. Personen	Northcott, Winifred H. (Hrsg.)
Institution	Minneapolis Public Schools, Minn.; Minnesota State Dept. of Education, St. Paul.
Titel	Curriculum Guide: Hearing-Impaired Children - Birth to Three Years - and Their Parents.
Quelle	(1971), (174 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Behavioral Objectives; Curriculum Guides; Early Childhood Education; Exceptional Child Education; Hearing Impairments; Infants; Language Instruction; Parent Education; Parent Role; Preschool Children; Program Descriptions + Suchen Sie Ihr Suchwort? Curriculare Materialien; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hearing impairment; Hörbehinderung; Infant; Toddler; Toddlers; Kleinkind; Parents education; Elternbildung; Elternschule; Parental role; Elternrolle; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	The guide describes the components of a comprehensive infant program for hearing impaired children 0-3 years of age and their parents. Primary focus is upon a home-centered, parent-guided, natural language approach to learning, based upon the child's daily activities. An interdisciplinary professional staff guides the parents in the individually prescriptive oral and aural program. A parent-teaching program developed and supported through sustained parent guidance and education is central to the educational design. Outlined are guidelines for the development of the infant program and for parent guidance and education, integration of the child into a regular nursery school, principles of language development, parent-child interaction patterns, and evaluation methods. Stipulated for each of eight age levels during the first 3 years of life are an overall goal; program objectives for child and parents; desired developmental patterns in neurological, cognitive, social, and language areas; suggested daily home activities; sample phrases to use with the child; and a sample experiential activity. Also described are objectives and principles of the individual teaching program, experience charts, and auditory training. (KW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01