Developmental Disharmonies and Pre-school Setting Adaptation of Children.

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Bibliographic Details
Title:	Developmental Disharmonies and Pre-school Setting Adaptation of Children.
Authors:	Kienig, Anna
Source:	International Journal of Early Years Education. Jun98, Vol. 6 Issue 2, p143. 11p.
Subject Terms:	Adaptability (Personality) in children, Psychology of preschool children
Abstract:	The aim of the investigations was to examine the course of adaptation process to the pre-school setting and to establish the effect of developmental disharmonies on this process. The conceptual framework for the research was the Piaget's developmental theory and Bronfenbrenner's ecology of human development theory. The data was gathered in a longitudinal study design. Indicators of developmental level in four areas (motor characteristics, adaptive behaviour, language and personal-social development) evaluated with the Gesell Developmental Schedules were used as developmental quotients. Adaptation to pre-school setting was measured with the aid of Schaefer and Aaronson's Classroom Inventory Preschool to Primary Scale (CBI) and observations of children and interviews with parents and pre-school teachers. The sample included 76 children aged 3 to 4 years of age (39 boys, 37 girls). The results show that children display some behaviour disorders during the entry phase to pre-school setting and that serious developmental disharmonies were accompanied by these disorders. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The aim of the investigations was to examine the course of adaptation process to the pre-school setting and to establish the effect of developmental disharmonies on this process. The conceptual framework for the research was the Piaget's developmental theory and Bronfenbrenner's ecology of human development theory. The data was gathered in a longitudinal study design. Indicators of developmental level in four areas (motor characteristics, adaptive behaviour, language and personal-social development) evaluated with the Gesell Developmental Schedules were used as developmental quotients. Adaptation to pre-school setting was measured with the aid of Schaefer and Aaronson's Classroom Inventory Preschool to Primary Scale (CBI) and observations of children and interviews with parents and pre-school teachers. The sample included 76 children aged 3 to 4 years of age (39 boys, 37 girls). The results show that children display some behaviour disorders during the entry phase to pre-school setting and that serious developmental disharmonies were accompanied by these disorders. [ABSTRACT FROM AUTHOR]
ISSN:	09669760
DOI:	10.1080/0966976980060202