Priešmokyklinio amžiaus sutrikusios regos vaikų pažintinis brandumas mokyklai integruoto ugdymo sąlygomis

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Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Lietuvių kalba / Lithuanian
Priešmokyklinio amžiaus sutrikusios regos vaikų pažintinis brandumas mokyklai integruoto ugdymo sąlygomis
Alternative Title:
Cognitive maturity of preschool children with visual impairment for school under the conditions of integrated education
In the Journal:
Edukacinės studijos. 2008, 5, p. 198-208, 286
Ikimokyklinis ugdymas / Pre-school education; Specialusis ugdymas / Special education; Vaikai / Children.
Summary / Abstract:

LTReikšminiai žodžiai: Integruoto ugdymo sąlygos; Pažintinis brandumas; Priešmokyklinio amžiaus mokiniai, integruotas ugdymas, pažintinis brandumas, regos sutrikimas; Priešmokyklinio amžiaus sutrikusios regos vaikai; Conditions of Integrated Education; Pre-school students, integrated education, cognitive maturity, visual impairment; Preschool Children with Visual Impairment; The Cognitive Maturity.

ENHaving looked into 100 preschool children it was noticed that the cognitive maturity for school of children with visual impairment is of no lower level than that of children with good eye-sight. Interestingly, children with visual impairment have demonstrated even higher level of cognitive maturity for school. Children with visual impairment are more interested in adults, immediate natural environment and the world than those with good eye-sight. During practical tasks they operate better in concepts of size, they perceive quality better, form groups of items and regroup them according to an indicated characteristic better, they understand cardinal, ordinal and arithmetic calculation better. Girls with visual impairment, in comparison to boys with visual impairment, have demonstrated deeper and wider knowledge of their own body, immediate natural environment, the world and better application of concepts. They differentiate between forms better than boys with visual impairment. However, there is no significant sex-related difference in the quality of the fulfilment of tasks related to the concepts of size, quantity, comprehension, item grouping, regrouping and calculation. The integrated education of children with visual impairment justifies itself. An assumption can be made that the pedagogues working with children with visual impairment consider their special needs and provide necessary assistance. [From the publication]

2022-12-28 14:41:52
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