Handicapped Preschool Children: Self, Teacher, Toy and Peer-Directed Behaviors.
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| Title: | Handicapped Preschool Children: Self, Teacher, Toy and Peer-Directed Behaviors. |
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| Language: | English |
| Authors: | Field, Tiffany |
| Peer Reviewed: | N |
| Page Count: | 16 |
| Publication Date: | 1979 |
| Document Type: | Reports - Research |
| Descriptors: | Developmental Stages, Fixed Sequence, Handicapped Students, Peer Relationship, Play, Preschool Children, Psychomotor Skills, Student Teacher Relationship, Toys |
| Geographic Terms: | U.S.; Florida |
| Abstract: | To determine whether children with sensorimotor handicaps follow the developmental sequence of normal children in interactions with adults, toys, and peers, time sampling observations were made of self-, teacher-, toy-, and peer-directed behaviors of 36 handicapped preschool children. These children were assigned to three classrooms according to their developmental age (severely, moderately, and minimally delayed development), and matched by chronological age with a group of 12 normal 3 to 4 year old children. Results indicated that the handicapped children followed a sequence similar to that of the normal children. The incidence of other-directed behaviors such as looking, smiling, vocalizing and touching followed a developmental progression of direction towards self, teachers, then toys, and finally peers. With increasing developmental age progressively fewer self-directed and more peer-directed behaviors were observed. The groups were roughly equivalent in teacher-directed behaviors; the minimally delayed and normal children engaged in more toy-directed behaviors; and the normal children engaged in more peer-directed behaviors than any of the handicapped children. (Author/SS) |
| Notes: | Marginally legible due to faint and broken type |
| Journal Code: | RIEAPR1980 |
| Entry Date: | 1980 |
| Accession Number: | ED179316 |
| Database: | ERIC |
| Abstract: | To determine whether children with sensorimotor handicaps follow the developmental sequence of normal children in interactions with adults, toys, and peers, time sampling observations were made of self-, teacher-, toy-, and peer-directed behaviors of 36 handicapped preschool children. These children were assigned to three classrooms according to their developmental age (severely, moderately, and minimally delayed development), and matched by chronological age with a group of 12 normal 3 to 4 year old children. Results indicated that the handicapped children followed a sequence similar to that of the normal children. The incidence of other-directed behaviors such as looking, smiling, vocalizing and touching followed a developmental progression of direction towards self, teachers, then toys, and finally peers. With increasing developmental age progressively fewer self-directed and more peer-directed behaviors were observed. The groups were roughly equivalent in teacher-directed behaviors; the minimally delayed and normal children engaged in more toy-directed behaviors; and the normal children engaged in more peer-directed behaviors than any of the handicapped children. (Author/SS) |
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