View in EDS

Handicapped Preschool Children: Self, Teacher, Toy and Peer-Directed Behaviors.

Saved in:
Bibliographic Details
Title: Handicapped Preschool Children: Self, Teacher, Toy and Peer-Directed Behaviors.
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: ED179316
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Handicapped Preschool Children: Self, Teacher, Toy and Peer-Directed Behaviors.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Field%2C+Tiffany%22">Field, Tiffany</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 16
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1979
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Developmental+Stages%22">Developmental Stages</searchLink><br /><searchLink fieldCode="DE" term="%22Fixed+Sequence%22">Fixed Sequence</searchLink><br /><searchLink fieldCode="DE" term="%22Handicapped+Students%22">Handicapped Students</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Psychomotor+Skills%22">Psychomotor Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Relationship%22">Student Teacher Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Toys%22">Toys</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Florida%22">U.S.; Florida</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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)
– Name: Note
  Label: Notes
  Group: Note
  Data: Marginally legible due to faint and broken type
– Name: CodeSource
  Label: Journal Code
  Group: SrcInfo
  Data: <searchLink fieldCode="JC" term="%22RIEAPR1980%22">RIEAPR1980</searchLink>
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1980
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED179316
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED179316
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Developmental Stages
        Type: general
      – SubjectFull: Fixed Sequence
        Type: general
      – SubjectFull: Handicapped Students
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Play
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Psychomotor Skills
        Type: general
      – SubjectFull: Student Teacher Relationship
        Type: general
      – SubjectFull: Toys
        Type: general
      – SubjectFull: U.S.; Florida
        Type: general
    Titles:
      – TitleFull: Handicapped Preschool Children: Self, Teacher, Toy and Peer-Directed Behaviors.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Field, Tiffany
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 1979
ResultId 1