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Pre-school Children: Absence and tardiness are usually Signs of maladjustment; they are essentially guidance problems. The whole school program may be involved. pre-school children go willingly to school if its curriculum and methods of instruc¬tion are suited to their abilities, interests, and needs. They want to stay-away from school if their needs are not being met and they are unable to succeed. In one school in which pre-school children had pleasant and successful ex¬periences, even those with IQ's below 90—who are usually frequently truant —came regularly to school.
Absence and tardiness are usually Signs of maladjustment; they are essentially guidance problems. The whole school program may be involved. pre-school children go willingly to school if its curriculum and methods of instruc¬tion are suited to their abilities, interests, and needs. They want to stay-away from school if their needs are not being met and they are unable to succeed. In one school in which pre-school children had pleasant and successful ex¬periences, even those with IQ's below 90—who are usually frequently truant —came regularly to school.See Also Dis-advantaged Children A Better:HEAD START PROGRAM, a nationwide pro¬gram in the United States designed to give dis-advantaged children a better start in school and life. The broad goals of Project Head Start in¬clude improvement of the health, intellectual performance and school readiness, personal and emotional adjustments, and social attitudes and behavior of the disadvantaged preschool child. Project Head Start reflects awareness that the opportunities and achievements of the early years of life are critical, particularly for children of poverty. Conceived originally as a summer pro¬gram for children at prekindergarten or prefirst-grade levels, it was established under the Eco¬nomic Opportunity Act of 1964, Title II, Urban and Rural Community Action Programs.
There is an inherent positive value in childhood itself. This attitude, according to Margaret Lowenfeld, is more characteristic of English culture than of the United States. English children depend less on adults; they live more in a world of children of different ages. Adults do not generally enter this world except when something happens and the children do not know what to do. Children and parents are absorbed, each in their own concerns. Consequently, parents do not discuss before children adult problems which they consider outside the understanding of children.
On The Other Hand See Individual Children:• children with DCD should be able to participate in a wide range of physical learning activities. individual children activities well matched to a child's ability are likely to be particularly valuable, but attention also needs to be given to paired and group learning. In these situations the individual children will have much to learn from and with other children, and much to share too. However, teaching must be sensitive to the DCD child's possible concern about failing, and appropriate support needs to be put in place. This support should provide a framework for further successful learning, and not be dependency creating;
Well-adjusted children generally feel accepted, respected, and trusting, whereas disturbed children are more often motivated by feelings of hos¬tility, fear, and anxiety. The negative attitudes of well-adjusted children are less frequently expressed, less intense, and more often focused on some specific thing than are the negative attitudes of disturbed children (67, p. 21, 1956). These tendencies observed in school children probably have their origin in individual children differences in emotional sensitivities and re-sponsiveness early in infancy. The responses children make evoke similar responses from others. Thus the maladjusted child's fear and hostility con¬tinue to be reinforced in his interaction with other children and adults. |
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