Abstract/Notes: This article discusses the benefits of mixed-age grouping in infant/toddler child care programs. Single-age grouping limits the resources available in the room and disrupts developmental processes as young children move from room to room. Benefits of mixed-age grouping are discussed in terms of the children, parents, and teachers.

Language: English

DOI: 10.1007/BF00757369

ISSN: 1053-1890, 1573-3319

Language: English

DOI: 10.1086/461732

ISSN: 1554-8279, 0013-5984

Abstract/Notes: The present two-year longitudinal study addressed developmental changes in different aspects of executive functioning (i.e., inhibition, updating, and cognitive flexibility) in a sample of 264 children aged between 5 and 7 years. Of special interest were issues of developmental progression over time, the influence of learning context and the predictive power of executive functions and school context for emerging academic skills. The results revealed pronounced improvements in all executive measures, both over time and as a function of age. For the learning context, small and age-dependent effects on executive skills were found. Inhibition uniquely contributed to the prediction of aspects of emerging academic skills, over and above chronological age and language skills.

Language: English

DOI: 10.1080/17405629.2011.571841

ISSN: 1740-5610, 1740-5629

Abstract/Notes: Wolf-Hirschhorn syndrome (WHS) is a rare genetic condition with characteristic facial traits, organ malformations, functional impairment and developmental delay due to partial short arm monosomy of chromosome 4. Although several hundreds of cases have been published to date, a systematic collection of its clinical symptoms and anthropological traits is missing in the literature, and reports on abilities and needs of children with WHS are scanty. Results of detailed physical and developmental phenotype analyses in a 1 10/12-year-old boy with monosomy 4p15.2-pter are presented. Physical analyses were based on systematic data acquisition. They disclosed a total of 32 clinical symptoms and 46 anthropological traits. Developmental analyses were based on the child's interactive play in an environment structured according to Montessori principles. They disclosed a total of 44 abilities and a number of needs to be satisfied by the environment for the support of the child's psychic and intellectual growth. While the physical phenotype is important for the diagnostic process, the developmental phenotype is essential for parental counseling. PMID: 15844776

Language: English

ISSN: 1015-8146

Abstract/Notes: Examines the social and emotional benefits for children in early childhood multiage classrooms and the strategies teachers implement to promote those developmental domains. Explores findings about the social and emotional advantages for students, and presents advantages and disadvantages from the multiage perspective. Reviews findings on instructional strategies and implications for teaching and research. (SD)

Language: English

ISSN: 1084-6603

Abstract/Notes: Background: There is little standardized information on simple and easy-to-use evaluation of fine motor skills in disabled children. The purpose of the present study was to determine the relationship between unbuttoning and buttoning ability and age and sex difference. Methods: One hundred and forty-four children (63 boys and 81 girls; age range, 36–83 months) and 14 young adults took part in the present study. The children were categorized into four groups according to age. Every subject went to nursery school and/or kindergarten. On the basis of Montessori education system, unbuttoning and buttoning were performed. The time from beginning to end was measured individually. All the participants were instructed to do the task in the same way. Results: The mean time required for unbuttoning activity was decreased until 4 years old, while that for buttoning was also reduced until 5 years old, respectively. There were no significant differences between boys and girls except in unbuttoning activity at the age of 3 years. Conclusion: More attention should be paid to unbuttoning and buttoning activities in children. It might be a simple and easy-to-use evaluation method in the clinical setting.

Language: English

DOI: 10.1111/j.1442-200X.2008.02634.x

ISSN: 1442-200X

Abstract/Notes: Montessori is a learning method that uses the surrounding environment as a learning resource. This research is aimed at describing how the Montessori method is applied to Mathematics for students who survive Pervasive Developmental Disorder - Not Otherwise Specified (PDD-NOS). The research method used is descriptive qualitative. The research subjects were PDD-NOS grade V SD students in inclusive schools. The research instruments were documentation, observation, and interviews. The results showed that students with PDD-NOS who have delays in communication can more easily accept mathematics learning using the Montessori method. This is supported by the Montessori concept which allows PDD-NOS students to use lego in learning fractions.

Language: English

DOI: 10.31000/prima.v6i1.5300

ISSN: 2580-2216

Abstract/Notes: Postdevelopmental perspectives in early childhood education and care increasingly reference alternative ways of understanding learning, growth and development in early learning. Drawing on these ideas, this paper examines research findings which focused on early childhood teachers' understandings of multiage grouping. The findings suggested that teachers used predominantly developmental approaches to describing their experiences of multiage grouping, and proposed that the use of postdevelopmental perspectives in multiage grouping research has the potential to realise new ways of understanding learning and development as both concepts and practices within the multiage classroom.

Language: English

DOI: 10.1177/183693910903400408

ISSN: 1836-9391, 1839-5961

Abstract/Notes: This article elaborates on three principles which are the foundation of the developmental approach to early childhood education. These principles are multiage grouping, nongraded curricular materials, and interactive teaching. (IAH)

Language: English

DOI: 10.1080/00405848909543378

ISSN: 0040-5841, 1543-0421

Abstract/Notes: This is a revised edition of: "Linking developmental assessment and curricula" (1981).

Language: English

Published: Rockville, Maryland: Aspen Publishers, 1989

Edition: 2nd ed.

ISBN: 978-0-8342-0063-0