لینک پرداخت و دانلود در "پایین مطلب"
فرمت فایل: word (قابل ویرایش و آماده پرینت)
تعداد صفحات:4
As it became clear that not all children entering school were equally adept at performing in kindergarten, and some clearly struggled with the curricula, the concept of maturational approaches to school readiness developed. In large part, this notion grew out of the work of Gesell (1940), and the conclusion from some that a major cause of school failure was a simple unreadiness for the work of the grade in which the child was placed (Ilg et al., 1978). To better understand the development of maturational approaches to school readiness, it is necessary to disentangle concepts of readiness to learn and readiness for school. Kagan (1990) presents an excellent discussion of the important conceptual differences between these two constructs related to readiness. Readiness for learning is considered to be the level of development at which the individual has the capacity to undertake learning specific subject matter, and recognizes the fluidity of the multiple developmental processes that influence such readiness. In contrast, readiness for school is a more rigid construct, dictating the belief that a specific set of cognitive, linguistic, social, and motor skills must be attained to indicate readiness.
While readiness for learning and readiness for school appear in some senses to be constructs at odds with another, maturational approaches attempt to offer a synthesis of the two. The basic concept behind the maturational approach is one in which there is a clear belief that a specific set of discrete developmental abilities should be met prior to school entrance with the acknowledgment that not all children will have attained these abilities by the same age. Those that have not attained the necessary skills, regardless of their chronological eligibility for school or their intellectual ability, should not be placed in the academic setting.
مقاله Maturational Perspective