幼儿园轻度弱智儿童早期干预、临床病程与学习成绩的纵向研究

Arztliche Jugendkunde Pub Date : 1990-01-01
M Meyer-Probst, G Cammann
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引用次数: 0

摘要

两组6-8名年龄在3-4岁,智力迟钝6- 9个月的儿童在特殊幼儿园组接受为期一年的教育。在这一年中,以及孩子在学校的第三或第四年,对这些效果进行了三次检查。与年龄和智力发展相匹配的对照组像往常一样继续在幼儿园学习,并以同样的方式进行检查。正如我们所设想的那样,经过一年的特殊教育,小组中的孩子在智力和行为发展方面表现出更好的结果。也有一些证据表明,它对10岁前的孩子都有积极的影响。根据心理测试、学校分数以及对老师和母亲的问卷调查,与智力表现相比,对他们行为的积极影响更为明显。因此,小团体的特殊教育可以促进弱智儿童个性的更和谐的发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
[Longitudinal study of early intervention, clinical course and school performance of mildly retarded kindergarten children].

Two groups of 6-8 children aged 3-4 years with a mental retardation of 6 to 9 months were educated in special Kindergarten groups for one year. The effects were checked three times during the year and in the children's third or fourth year at school. A control group matched for age and mental development continued in the Kindergarten as usual and was checked in the same way. As we had supposed, the children in the small groups demonstrated better results in their mental and behavioural development after one year of special education. There was also some evidence that it had a positive effect up to the age of 10 years. The positive effect on their behaviour was more pronounced (according to psychological examinations, school marks and questionnaires for teachers and mothers) than on their intellectual performance. Thus, special education in small groups can promote a more harmonious development of the personality of slightly retarded children.

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