Literaturnachweis - Detailanzeige
| Autor/inn/en | McConnell, Scott; McEvoy, Mary; Carta, Judith J.; Greenwood, Charles R.; Kaminski, Ruth; Good, Roland H., III; Shinn, Mark; Ysseldyke, James; Goldberg, Paula |
|---|---|
| Institution | Minnesota Univ., Minneapolis. Early Childhood Research Inst. on Measuring Growth and Development. |
| Titel | Selection of General Growth Outcomes for Children between Birth and Age Eight. Technical Report #2. |
| Quelle | (1998), (24 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adaptive Behavior (of Disabled); Child Development; Cognitive Development; Communication Skills; Disabilities; Early Childhood Education; Elementary Education; Evaluation Methods; Language Acquisition; Motor Development; National Surveys; Outcomes of Education; Social Development; Student Educational Objectives; Young Children |
| Abstract | This document reports on development of a comprehensive system for measuring the ongoing development of children with disabilities from birth to age 8. A multi-step process was used to identify a set of general growth outcomes for children in this age range and to begin formulating individualized indicators of growth and development, as well as additional assessment tools. A set of 15 outcomes was identified spanning the scope of developmental competencies usually associated with early childhood education; i.e., communication, motor, social, adaptive, and cognitive domains. Validation of these outcomes was established through a national survey of parents of children with and without disabilities, and professionals in early childhood and early elementary education. The final set of general growth outcomes is organized around the following goals: (1) the child uses language to convey and comprehend communication and social intent; (2) the child takes responsibility for his/her behavior, health, and well-being, even in the face of challenge or adversity; (3) the child negotiates and manipulates the environment; (4) the child initiates, responds to, and maintains positive social relationships; and (5) the child uses cognitive skills to explore the environment, reason, and solve problems. (Contains 17 references.) (DB) |
| Anmerkungen | Early Childhood Research Institute on Measuring Growth and Development, University of Minnesota, 202 Pattee Hall, 150 Pillsbury Dr., S.E., Minneapolis, MN 55455. Tel: 612-624-8020; Fax: 612-625-2093; e-mail: pries005@umn.edu. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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