Abstract/Notes: U uvodnom se dijelu govori o pojmu djetinjstva, o prenatalnoj psihologiji te o različitim odgojnim pristupima malom djetetu. Predstavljeni su početci razvoja dječjih vrtića u Hrvatskoj te rezultati mijenjanja konteksta i njihove odgojno-obrazovne prakse. Potom su predstavljeni alternativni vrtići (Montessori, Waldorf, Raggio), a zatim i prijedlog logopedagoškog vrtića u kome bi dječji razvoj bio potpomognut logopedagoškim vrijednostima. [The introductory part talks about the concept of childhood, prenatal psychology and different educational approaches to a small child. The beginnings of the development of kindergartens in Croatia and the results of changing the context and their educational practice are presented. Then, alternative kindergartens (Montessori, Waldorf, Raggio) were presented, followed by a proposal for a speech therapy kindergarten in which children's development would be supported by speech therapy values.]

Language: Croatian

ISSN: 1330-0059

Abstract/Notes: Zusammenfassung: Jungen mit Fragilem-X-Syndrom weisen im Schul- und Jugendalter charakteristische Merkmale des körperlichen Erscheinungsbildes, der Entwicklung und des Verhaltens auf. Es werden vorläufige Beobachtungen an zehn Jungen im frühen Kindesalter mitgeteilt. Im Vergleich zu den Befunden bei älteren Kindern sind schwere kognitive Behinderungen und kommunikative Auffälligkeiten seltener. Im Spielverhalten in einer Montessori-Übungssituation zeigen Jungen mit dieser genetischen Besonderheit sehr wohl die Fähigkeit zu gezieltem und kooperativem Spiel, aber weniger Ausdauer und Selbstorganisation bei zielgerichteten Tätigkeiten. Die Unterschiede sind signifikant im Vergleich zu nicht-behinderten Kindern bzw. Kindern gleichen Behinderungsgrades, aber anderer Behinderungsursache und als Merkmale des Verhaltensphänotyps bei Jungen mit fragilem-X-Syndrom zu verstehen. [Summary:Boys with Fragile X syndrome show characteristic features of physical appearance, development and behavior in school and adolescence. Preliminary observations on ten boys in early childhood are reported. Compared to the findings in older children, severe cognitive disabilities and communicative abnormalities are less common. In play behavior in a Montessori exercise situation, boys with this genetic peculiarity do show the ability for targeted and cooperative play, but less perseverance and self-organization in targeted activities. The differences are significant compared to non-disabled children or children of the same degree of disability, Play and communicative behavior in young boys with fragile-X syndrome Summary: Reports on development and behavior in boys with fragile-X syndrome support the idea of ​​a characteristic behavioral phenotype in this special population. Preliminary results are presented for 10 boys with fragile-X syndrome in early childhood. Severe mental handicaps and communicative abnormalities are observed less frequently than was expected on the basis of results reported for school-age children or adults. Boys with fragile-X syndrome show goal-directed and cooperative play behaviors in a Montessori play session, but less persistence and organization than children with normal development or a mental handicap of heterogeneous origin. Results confirmed these behavioral differences as characteristic aspects of a "behavioral phenotype" in children who already in early childhood have fragile-X syndrome.]

Language: German

DOI: 10.1024//1422-4917.27.3.175

ISSN: 1422-4917

Abstract/Notes: Maria Montessori's theory of education is examined with emphasis upon its implications for the speech‐communication development of children. Detailed in the article are: (1) Mon‐tessori's theory of speech and language acquisition, (2) her pedagogical procedure for teaching spoken vocabulary, and (3) the educational environment she suggests which supports children's free interaction and facilitates their development into willing, confident communicators.

Language: English

DOI: 10.1080/03634527309378017

ISSN: 0038-7177

Abstract/Notes: Contextual influences on private speech were examined in two preschools differing in the learning environments they provide for children. Observations of 3- to 5-year-olds were made during free-choice periods in a Montessori and a traditional (play-oriented) program. Consistent with Vygotsky's theory that make-believe play serves as a vital context for the development of self-regulation, the incidence of private speech was much higher during open-ended activities, especially fantasy play, that require children to determine the goal of the task, than during closed-ended tasks with predetermined goals. In line with previous research, the more direct involvement, or external regulation, teachers displayed, the lower the rate of children's private speech. In addition, transitions (as opposed to involvement in activities) were linked to reduced private speech, whereas engagement with peers, in the form of associative play, predicted greater self-directed language. Diminished make-believe play, greater teacher direct involvement, and heightened time spent in transitions largely accounted for the lower incidence of private speech in the Montessori compared with the traditional preschool. Contextual factors also contributed to a drop in private speech at age 5. Implications for fostering children's verbal self-regulation during early childhood are considered.

Language: English

DOI: 10.1016/S0885-2006(99)80065-9

ISSN: 0885-2006, 1873-7706

Language: English

ISSN: 0010-700X

Language: English

ISSN: 1071-6246

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections

Language: English

ISSN: 1470-8647

Language: English

ISSN: 1470-8647

Language: Italian

ISSN: 0011-2801