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T******** ***************************** * 15.Ocuments Acquired by ERIC Include,Many Informal.Unpublis#Ed'' ** 4 # Materialp Notavailable Frog Other-Sources.Sources DOCUMENT RESUME ED 117 862. 8C 080 916 . AUTHOR = Young, Margaret G. 0 Developmental Program for -Training of the Preschool Child. (Includes Skills Achievement Profile.) IYSTITUTiaN --South Caroliaa-State-DeR 4- Ladson. Coastal Center. SPORS AGENCY Eureau of Education for the Handicapped (DREW /OE),. Washington, D.C. PUB DATE, 74 GRANT. 0EG-0-71-4560(616) NOTE 296p. EDRS PRICE ME-$0.83 HC-$15.39 Plus Postage DESCRIPTORS :Cognitive_Development;r*Curriculum Guides; Early .Childhood -tducation; *Evaluation Criteria; Exceptional Child Education; *Individual Activities; Interpersonal Competence; *Learning Disabilities; Motor Development; Perceptual Motor Coordination; *Preschool Education0Problem'Solving; Self Care Skills;SeAsciry Training IDENTIFIERS Music'Tfierapy . ABSTRACT Presented is a developmental curriculum fgr training pot4ntially learning disabled preschool children. Pait 1 includes introductory information such as a rationale for'the program and suggestions for the parent- teacher: Provided are guidelines for eight curriculum areas: attention; sensory stimulatiot, reception, and. response;_adaRtive_behaviors (pr ob_lem_sol vin..g)._;_greoss_moto:r_s fine motor skills; perceptual-motor skills; conceptual skills; and social skills development) ancluding,manners and self -help skills). Guidelines usually include the major foCus, lesson objectives, developaental steps, developaental learning experiences, necessary equipment, and suggestions for additional activities. Activity resources and catalogues of appropriate materials are listed. Described. in Part 2 are 1'02 activities (many.of high vere adapted from a.music therapy curriculum) grouped by appr priate curriculum areas. Accompanying the curriculum is a Skills Aievenent Profile designed as a sequential, behavior-oriented evaluation of the chi) p existing 'skills, and .as a guide'for developmenof an intervention program. ,,(ZS) .- *********41******* ********t******** ***************************** * 15.ocuments acquired by ERIC include,many informal.unpublis#ed'' ** 4 # materialp notavailable frog other-sources.sources. 'IC makes every effort * ;w,to obtain the best copy. available. Neierthe ess, items of marginal * *-reprOducibility are often encountered and is affect§ the quality * . * of the microfiche and hatdcopy reproductions ERIC miles available * via the ERIC Document Reproduction Service.12DRS). EDRS is not * * responsible for the quality,of the original::aocn\ment. Reproductions *. * sugplied:by,EDiS are the best that can be made from the original. .* 444***********,**4;************;**********icic***45****i*************;****** - ,L 1. v 7 U.S. DEPARTMENT OF HEALTH. EDUCATION,' WELrARE NATIONAL INSTITUTE OF EDUCATION:. THIS DOCUMENT ItAS BEEN REPRO- DUCE.° EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- 14/444.T.--POiNT S OF- VIEW OR-OPINHAS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR'POLTCY - r MO. DEVELOPMENTAL. PROGRAM FOR TRAINING Ct THE PRESCHOOL CHILD Prepared by MARGARET G. YOUNG DevecopmeAtal Education Specialist Developmental Services Coastal- Center 1974 ()Copyright South Carolina Depart ent of-Mental Retardation Coastal Center, Lads n, South Carolina 29456 Ffinded iA Iart by: United States Office of Educa Bureau of Education for. the Handicapped . Project 90EG -0 -71 -4560 (616) , -PERIM:SS/ON TO REPRODUCE DIM COPtY Row= MATERIAL HAS BEEN GRANTED BY a. I ht 64tegr TO ER:C, AND CFr....ANIZATIONS OPERATING UNDER AGREEMENTS WITH THE NATIONAL IN- ' STITUTE OF EDUCATION FURTHER REPRO- DUCTION OUTSIDE THE ElINC SYSTEM RE- QUIRES PERMISSION OF THE COPYFIFSKT OWNER." 1, r k *** Each child's development is unique, and variability across levels is to be eXpected. Each area of learning, arranged in a logical , succession of developmental sequences relating . to the course of normal development, overlips , i I 'and reinforces.deverlopment in all other areas. c All childr44 show alternating spurts of growths in the different areas of development. -(Specific language development activities are not included in this curriculum manual, but must be incorporated into the total, program to insure complete development in all yeas.) . 4 It is with gratitude that I acknowledge the ominued -interest, encouragement, and invaluable suggestions of: Dr: Waltc:r G. Fries; Deputy Commissioner, DePartment of 1. ...- Ment al Re.tardation": Dr. Gabriel J. Batarseh, Director, Developmental Servires, Coastal Center: , Mr. Roy T, SC,oggins, RMT, Principal, Developmental Therapy Schook,:-VidiistaYeenter; . Miss Karen T.;Davis, RMT,Assistant Professor of Music Uttration, Wesleyan College, tiprdh, Georgia. Mrs. Caml,ovv,' Sv4etary, Developmental Therapy School, 'has devoted a great deal of time and effortiu typing -, .., the final form of the manuscript. , - 4._ % ;- Margaret G. Young, i T _ 4 I / . -V INDEX .. - 4 PART DEVELOPMENTAL PROGRAM. _ Format fdr Developmental Curriculum Rationale of Developmental Program . Child Evaluation. - §uggestions for Parent-Teacher Steps to Obtaining Desired Behaviors "Learning That is Fui and Play" *%. '1 .Section "' ATTENTION: A. Focal Attention B. Selective Attention C. Increasing Attention D.. -Imitation 5o Imagination & Dramatic'Play 16 Section II.: SENSORY: Stimulation .- Recepton - Response A. Stimulation of sensory eceptr . a. Mouth b. Body Surfaces c. Ea-rs d. Eyes e. Nose. BA InterVretation and perception ofstimullation 1 Section ILI: ADAPTIVE BEHAVIORS (Problem-Solving) 35 - , 44 Section IV:. GROSS MOTOR ' / . , . _A. Reach-Contact, Grasp-Retain, Release-Pr.45e1 B. Roll- Sit - Crawl- Creep -Stand -Walk t. Self-Identification 'D. Body-Localization ' ri E. 'Body-Abstraction F. Muscular Strength ,'Section V% FINE MOTOR -62 A. Finger Manipulations' B.', Visual-MotorIntegration and Coordination, C., Organization of Visual - Tactual - KinestheticInformation D. 'Auditory- Visual -Motor Integiation A21. -1 10 r j t. INDEX (coned). 0 Sea ionVI:. PERCEPTUAL -MOTOR SKILLS %- A. Laterality - Directionality k 4. Visual, Perception Abilkties Se.tion CONCEPTUALSKILLS Sec on VIII: SOCIAL 'SKILLS DEVELOPMEN't A. So. is Acl-eptanoc & Manners I. Sense .of Right and c'rong '2. Antici'patory Response 3. Awareness of Others/ '4. Sharing' 5. Reciprocal Play B. Se1f-H4p Skillg 1. 'F'eeding ft 2i Drinking 3; Eating 4. Table Etiquette 5. Dressing' 6. Toilting 7. Grooming Washing HairCare 'Teeth. Bathing Usa. of handkerchief or,tissue Activity Resources Cataibgues of Appropriate" Materials t S. .1 ,z t. I . Vb PART Its: ACTIVITIES SECTION. References. to publicat ons, page numbers and activity numbers given in "Suggestions for Additi al ActiviAies" sections throughout the pr6gram are.fxom the 'list at the eginning of PART II These suggestions a1ke to be used freely, applying appropriate modifica tions to meet the needs of the child being served through each. individualized program of training. ti ** In. no way and at no pOint:can any one area of development. be considered a discrete entity. Causeserlap, manifestations of disability overlap; so, too, must remeAation proced6res overlap and reinforce. The child must be accepted with wh he has. He cannot forget what has gone before. It is necessary to determ'ne what he has been able, to build up for himself, and to 'develop an appropriate sequence from-'that point. , fr- ....0. S AT - : I S _ r. 1' S. .7- iv fi FORMAT FOR DEVELOPMENTAL CURRICULUM I. Major F cus t A. entral Idea' II. L sson, Objectives - A. Structured behavioral objective providing- B. Guide lines for assessing respo seg. .4 II. Developmental Steps - IV. Developmental Learning Experiences V. Necessary Equipment VI. Suggestions for Addieional Activities RATIONALE F011 FORMAT: I. Major Focus: -t.--2The-centralidea-for-the;;Iesson.-.--Hel s-to-organIzNle content so contilyity andl-prOgression pre more readily.a hieved, .0; , %Il. Lesson Objec tive): .s. _,'- s -Structured behavioral objectives to ai in perceiving the educational goals, -a.nel- o provide guidelin s forassessingt .. responses as thely ar bserled and taught i order to give appropriate emplfasis., III. Developmenthl"Steps: Progression of activiti/esfrom basic, eay,learning level. IV. Developmental Learning Exigriences: ,-. , . Descriptions of the activities with whi5ihe child is to p. be stimulated. Pio8eduresto be followed in trainingt sessions. \ O Yr 77 I V i Format for46eVelopmental Curriculum (cont'd) Page---2-7 4 V. 'Nec6ssary/Equipmenf: Self explanatory. 4,) VI. Suggestions for Additional Activities: . Ideas pnd activities to be used to extend the training, to develop understanding of aspects of theltraining which need-to be emphasized, and to suggest ways in which other related responses can be elicited. Opportunity for others using the program to add activities to Teinforce)the trainingl area. A v ..0 / c t 1 '4, 'I' -v. -, ', ,e. \ - i it vi RATIONALE OF DEVELOPMENTAL PROGRAM r The nature and degree of the= early-pereptual- stimulation-whichlan4n- I . that provi ding- de velopmen t ally -delayed-y oun g-chtl-d re imed, well structured, and continuous perceptual experiences .may be crucial to theii. over- all development. It must be remembered that the general needs of children with learning delays are not distinctly different from those of all children: 1.) Personal acceptance and understanding 2.) Specific psychoeducational evaluation and diagnosis $.,) Specific instruction 4.) Success in learning ,Han di capped/ chi 1 dren, far more than those with. all normal abi 1 i ti es must have the extra push of a structured and patterned
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