Programming for Preschoolers with Special Needs: How Child Development Knowledge Can Help.

Autor/in	Honig, Alice Sterling
Titel	Programming for Preschoolers with Special Needs: How Child Development Knowledge Can Help.
Quelle	(1982), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Attachment Behavior; Child Caregivers; Child Development; Disabilities; Early Childhood Education; High Risk Persons; Information Needs; Preschool Teachers; Prosocial Behavior; Research Utilization; Social Cognition; Teacher Education; Theories; Training + Suchen Sie Ihr Suchwort? Attachment; Bindungsverhalten; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Kindesentwicklung; Handicap; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Information need; Informationsbedürfnis; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Forschungsumsetzung; Soziale Kognition; Lehrerausbildung; Lehrerbildung; Theory; Theorie; Ausbildung
Abstract	Information provided in five major dimensions of the field of normal child development can be useful in increasing the understanding and effectiveness of those who work with preschool children with special needs. The especially relevant dimensions of the child development field are : (1) child development theories, including the theories of Erikson, stimulus-response models such as Skinner's, and social learning and Piagetian theories; (2) child development norms, including critical norms for predicting developmental delays; (3) research knowledge in child development focusing on the antecedents and/or effects of secure attachment, child neglect, social class, physical and nutritional supports, parental teaching styles, severe physical punishment, parent roles, sex differences, family life stresses, and reading and language experiences; (4) effective models for intervention to prevent or remediate developmental problems; and (5) communication techniques that help children acquire social skills. In conclusion, guidelines for adults working with young children are offered. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01