A Piagetian Approach to a Mainstreamed Preschool.

Autor/inn/en	Edwards, Elizabeth A.; Hagan, Joan M.
Institution	San Jose State Univ., CA.
Titel	A Piagetian Approach to a Mainstreamed Preschool.
Quelle	(1980), (20 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Demonstration Programs; Developmental Stages; Disabilities; Individualized Instruction; Mainstreaming; Personality Development; Preschool Children; Preschool Education; Program Descriptions; Program Effectiveness; Social Integration; Socialization + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Individualisierender Unterricht; Personalilty development; Persönlichkeitsbildung; Persönlichkeitsentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Integration; Socialisation; Sozialisation
Abstract	This paper presents the philosophy, goals and curriculum of the San Jose University Demonstration Preschool Project and presents preliminary data on the integration of mild to moderately handicapped preschool children into the program. The program, which enrolls 6 handicapped children and 14 non-handicapped children, is based on the developmental theory of Jean Piaget. The specific goals of the program are concerned with active involvement of the child through interaction with peers, manipulation of objects, and movement in space and reflection. The program is conducted in 3 types of settings: program-directed choice, teacher-directed choice and teacher directed. As part of the on-going documentation of the Demonstration Preschool, extensive observations of the children are recorded using the Coping Analysis Schedule for Educational Settings (CASES), which is specifically designed to evaluate the process of socialization. Data collected over a two-and-half-year period indicated that: (1) the dominant coping style of both handicapped and non-handicapped children in the teacher-directed setting was compliant, dependable, conforming behavior; (2) similarly, this was the dominant style of both groups in the teacher-directed choice setting. Also evident was a second style of independent, productive, self-directed behavior. In the program-directed setting both groups were characterized by independent, task-directed behavior, though handicapped children as a group were less socially integrative than their chronological, non-handicapped peers. (SS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC