Identify and Assist the Development of High Risk Preschool Children.

Autor/in	Mann, Marlis
Titel	Identify and Assist the Development of High Risk Preschool Children.
Quelle	(1972), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Auditory Perception; Curriculum Guides; Early Childhood Education; Handicapped Children; Intervention; Language Acquisition; Learning Disabilities; Motor Development; Perceptual Motor Learning; Preschool Children; Preschool Education; Speeches; Visual Perception; Developmental Test of Visual Motor Integration; Frostig Developmental Test of Visual Perception; Goldman Fristoe Test of Articulation; Bayley Scales of Infant Development; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Curriculare Materialien; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sprachaneignung; Spracherwerb; Learning handicap; Lernbehinderung; Motorische Entwicklung; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Visuelle Wahrnehmung
Abstract	This speech offers a guide to identifying and teaching high-risk children, those who exhibit a lag in development severe enough to be a handicap in learning. The high-risk children focused on are those whose developmental lag is frequently not recognized until they fail in school. The two major areas of neurodevelopmental learning disorders are in perceptual-motor development and language development. Specific instruments useful for identifying high-risk children in early childhood are listed. Teacher indicators of deficiencies in both major areas are listed. Before intervention can be successful, teachers must be able to assess developmental levels of motor and language skills. A curriculum model based on concept development is presented. It assumes that perception is the basis of learning and uses the sensory systems to develop conceptual understandings. A concept, such as apples or sharing, is selected, and the classification and relational concepts related to it are identified. The major areas of conceptual development are properties, position, opposites, quantification, comparisons, associations, time, and motion. Expected outcomes in such areas as auditory and visual perception, reading readiness, gross motor development, and writing are described. References are provided. [Filmed from best available copy.] (KM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC