The Dial: Preschool Screening for Learning Problems

Docherty, Edward M.

doi:10.1177/002246698301700211

Cited by 5 publications

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References 4 publications

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“…Close attention is given to the child's achievement of developmental milestones; screening and regular formal testing play a major role. Based on the results of testing, certain skills are targeted for remediation, and the environment is then structured to train these skills (Clark, 1984;Docherty, 1983;Lindquist, 1983;Sahin, 1979).Finally, the perceptual-motor model emphasizes spontaneous learning in an organized environment. Materials are sequenced to promote errorfree learning and there is emphasis on sensory, motor, and language development.…”

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Preschool Programs for Children with Learning Disabilities

Esterly

Griffin

1987

J Learn Disabil

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This nationwide survey reflects the interest in preschool programs for children with learning disabilities as well as the general confusion concerning procedures for accurately identifying these children. In addition, there is strong evidence that there is a pressing need to have ongoing systematic data gathering that will provide empirical verification (evidence) for appropriate, effective intervention. i nterest in early childhood educaion for handicapped children is not new, but support for preschool programs is relatively recent. Society changes and active parent advocacy on behalf of their children with disabilities are increasing the need and demand for these early intervention programs. Diverse and competing approaches to early childhood education differ in philosophy, pedagogy, and psychological bases. The most common curriculum models are the child development approach, the psychoeducational approach, the behavioral approach, the cognitive-developmental approach, the diagnostic-prescriptive model, and the perceptual-motor model. The child development model stresses self-initiated exploration of materials, nonstructured outdoor and dramatic play, and field trips. Particularly emphasized is social-emotional development; close attention is given also to achievement of developmental milestones, use of learning centers, and unit planning. The role of the teacher in this model is one of providing instruction appropriate to the child's developmental level (Hanson, 1984;Lewis, 1980). The psychoeducational model stresses the development of personality, motivation, and self-concept. Learning is believed to be the result of an interaction between the environment and maturation. The teacher serves primarily as a model and facilitator of play imitation and conflict resolution (Hanline, 1985).The behavioral model is based on the concepts underlying Skinnerian reinforcement learning theory. This view of learning maintains that the child's environment is most important and can be arranged to bring about the desired behavior. Teaching is focused on manipulating external variables. Reinforcement, repetition, measurable goals, observable behavior, and data-based programming decisions are the major considerations of this theory (Clark, 1984).The cognitive-developmental approach is fairly recent and concentrates on the sequential hierarchy of developmental stages of the child's advancing intellectual structures. Programs based on this model emphasize the child's interaction with the concrete during the early years. Viewing the child as an active learner underlies programming (Reid & Hresko, 1981).The diagnostic-prescriptive approach is currently popular because it stresses heredity and maturation equally and recognizes the dual role of these components in learning. Proponents of this model believe that in order for learning to occur, there must be a match between the skills being taught and the developmental age of the child. Close attention is given to the child's achievement of developmental milestones; screening and regu...

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confidence: 99%