Literaturnachweis - Detailanzeige
| Autor/in | Provence, Sally |
|---|---|
| Titel | A Developmental Pediatrician's Experience with Four-Year-Olds in Schools: A Suggested Approach to Common Problems. |
| Quelle | (1987), (6 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Stellungnahme; Leitfaden; Behavior Problems; Guidelines; High Risk Persons; Individual Characteristics; Individual Development; Intervention; Preschool Children; Referral; Teacher Role Richtlinien; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Individuelle Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lehrerrolle |
| Abstract | Presented is a clinically derived framework for thinking about young children that deals primarily with one child at a time and with adults who are important to the child. The focus of the discussion is on ways in which an individual 4-year-old appears, behaves, and gets along or has trouble in a group of peers. It is suggested that teachers have a vitally important opportunity to recognize those children whose development may be in jeopardy and facilitate the timely provision of help. Topics addressed include: (1) ten relevant dimensions of development, including physical health and growth, motor development and activity, emotions and their expression, verbal and nonverbal communication, intellectual development, relationships with others, self-regulation and self-esteem, capacity to play, coping abilities, and reasonable compliance with appropriate adults. Common troublesome behaviors are listed, as are questions that influence decisions about referral of children for additional services. Concluding discussion offers guidelines for working with parents and the referral process. (RH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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