Literaturnachweis - Detailanzeige
| Autor/in | Ogletree, Earl J. |
|---|---|
| Titel | Why is the Socially Disadvantaged Child Retarded? A Rationale and New Concept of Human Development. |
| Quelle | (1973), (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Child Development; Cognitive Development; Disadvantaged; Disadvantaged Environment; Disadvantaged Youth; Early Childhood Education; Early Experience; Economically Disadvantaged; Educational Retardation; Educationally Disadvantaged; Enrichment; Growth Patterns; Human Development; Physical Development; Self Actualization |
| Abstract | Volumes have been written on the socially disadvantaged. Two theories related to the disadvantaged have evolved: the first is the "deprivation theory" which stresses the importance of an enriched environment, during the early years, on the cognitive and emotional development of the child; the second is "the cumulative intellectual deficit theory," which points out that the child's emotional and intellectual deficit increases as he passes from grade to grade. No one has been able to fully explain the cause for and process of the diminishing organismic development of the disadvantaged child from a restricted, impoverished environment. The author attempted to provide such a rationale as to the "how" and "why" of the resulting influence of deprivation by means of a theory of human development which included the new concept of bioplasmic forces, etheric or growth forces on which Russian scientists and others have been doing research since 1939. Prior to this, a theoretical foundation in child development was established and normal growth patterns were examined. The author attempted to explicate the stages in child growth by means of the concept of controlled-movement over locomotive, speech and cognitive development. (Author/JM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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