Inclusive Diagnostics and Stimulation of Socially Disadvantaged Children of a Pre-School Age: Experimental Verification

Autor/inn/en	Šilonová, Viera; Klein, Vladimír; Rochovská, Ivana
Titel	Inclusive Diagnostics and Stimulation of Socially Disadvantaged Children of a Pre-School Age: Experimental Verification
Quelle	In: Problems of Education in the 21st Century, 79 (2021) 5, S.804-825 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Šilonová, Viera) ORCID (Klein, Vladimír) ORCID (Rochovská, Ivana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1822-7864
Schlagwörter	Disadvantaged Youth; Kindergarten; Preschool Children; Inclusion; Foreign Countries; Intervention; Program Effectiveness; Child Development; Stimulation; Visual Stimuli; Auditory Stimuli; Tactual Perception; Auditory Perception; Visual Perception; Knowledge Level; Speech Skills; Language Skills; Vocabulary; Mathematics Skills; Child Behavior; Slovakia + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Inklusion; Ausland; Kindesentwicklung; Auditive Stimulation; Taktile Wahrnehmung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Visuelle Wahrnehmung; Wissensbasis; Mündliche Leistung; Sprachfertigkeit; Language skill; Sprachkompetenz; Wortschatz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Slowakei
Abstract	The research focuses on the diagnostics and stimulation of socially disadvantaged children of a preschool age, which is a crucial component of inclusive education. The aim of the research was to experimentally verify through input and output orientation diagnostics the effectiveness of the stimulation program for 5 to 6 year old socially disadvantaged children in kindergartens. The results of the input and output orientation screening of 5 to 6 year old children from the experimental and control groups were analysed. Furthermore, the effectiveness of the stimulation program intended for the training of areas of deficits of partial functions and symptoms in the experimental group was verified, and conclusions and recommendations for pedagogical theory and practice in the area of inclusive approaches at the preprimary stage of the school system were formulated. The research demonstrated that the experimental group of children achieved statistically significantly better results in the post-test, focused on the area of symptoms measured by the t-test, than the control group. It was also confirmed that both groups of socially disadvantaged children (control and experimental) achieved statistically significantly better results in the post-test, focused on the area of deficits of partial functions, than in the pre-test. (As Provided).
Anmerkungen	Scientia Socialis Ltd. 29 K. Donelaicio Street, LT-78115 Siauliai, Republic of Lithuania. e-mail: scientia@scientiasocialis.lt; e-mail: problemsofeducation@gmail.com; Web site: http://www.scientiasocialis.lt/pec/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01