The Design of Early Developmental Learning Programs for Disadvantaged Young Children. ERIC-IRCD Bulletin (Supplement), Volume III, Number 1A.

Autor/in	Fowler, William
Institution	Yeshiva Univ., New York, NY. Ferkauf Graduate School of Humanities and Social Sciences.
Titel	The Design of Early Developmental Learning Programs for Disadvantaged Young Children. ERIC-IRCD Bulletin (Supplement), Volume III, Number 1A.
Quelle	, (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Development; Classroom Environment; Cognitive Development; Concept Formation; Disadvantaged Youth; Early Childhood Education; Educational Theories; Learning Processes; Manipulative Materials; Models; Peer Relationship; Psychoeducational Methods; Sequential Learning; Small Group Instruction; Teacher Effectiveness; Teaching Methods + Suchen Sie Ihr Suchwort? Kindesentwicklung; Klassenklima; Unterrichtsklima; Kognitive Entwicklung; Concept learning; Begriffsbildung; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational theory; Theory of education; Bildungstheorie; Learning process; Lernprozess; Hilfsmittel; Analogiemodell; Peer-Beziehungen; Didaktische Sequenzierung; Lernsequenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Proposed is a model for basic preconditions for "the design of effective programs in developmental learning." Such a program should include (1) a continuous psychocognitive diagnosis and assessment of each child; (2) a structured, coherent, sequential approach to content area; (3) a focus on symbolic manipulation and the essentials of a concept; and (4) active, physical manipulation of materials. For disadvantaged children in particular, the social psychological setting within the classroom is important, i.e., small group learning situations which also enable interaction with the peer reference group. (NH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01