一年级可教育智力落后儿童的学前安排和自我概念的差异

Varying preschool arrangements and self-concepts of educable mentally retarded children in grade 1.

作者信息

Blackbourn J M

机构信息

Department of Counseling, Stephen F. Austin State University, Nacogdoches, Texas 75962.

出版信息

Percept Mot Skills. 1988 Jun;66(3):1013-4. doi: 10.2466/pms.1988.66.3.1013.

DOI:10.2466/pms.1988.66.3.1013

PMID:3405697

Abstract

Differences in measured self-concept among educable mentally retarded children in Grade 1 were examined. Subjects included 90 children randomly selected from larger populations with varying preschool experiences. An initial positive influence of preschool experience on self-concept in Grade 1 appeared to be more pronounced among those subjects exposed to nonhandicapped peers.

摘要

对一年级可教育智力落后儿童自我概念测量结果的差异进行了研究。研究对象包括从具有不同学前经历的较大群体中随机选取的90名儿童。对于那些与非残疾同伴接触过的研究对象，学前经历对一年级自我概念的初步积极影响似乎更为显著。