Support teacher in regular classrooms of primary education in the city of Vlora The purpose: The aim of this study is to monitor the level of the motor, cognitive, language and social development of the institutionalized children in the Foster Care Home, in the city of Vlorë and to evaluate the impact of the stimuli offered by an appropriate educative environment, in order to create supportive policies for the professionalized education of the development of preschoolers before they go to elementary school. The research questions: 1.Which are the distribution and the frequency of score system reached by the institutionalized children according to the different areas of the development screening tests of standard Denver II and Ages and Stages Questionnaire (ASQ-3)? 2.Which are the children with developmental delays in general or in specific areas? 3.Which is the impact of the educative environment in the cognitive and the language development of the child? Method: The evaluation of children development is done based on the standardized international tests of Denver II and A&S Questionnaires, referring to the chronological age of the children. In the Denver II test the failure of two or more sector items is considered not normal. According to the ASQ, the score system interpretations and recommendations for further following of the child are presented on the last page after each test according to the age. After pretesting of the development level, this group of children was put under a specialized and personalized stimulation program and at the end they were revaluated. This program provides personalized activities that promote development in weak areas. Results: In this study was includes all the 14 children between 2-6 years, who had lived in the Foster Care of Vlorë during the period JulySeptember 2011. According to the score system in A&S Questionnaires before the personalized program 50% of the children had their level of Communication and the Problem Solving areas under the cutoff, meanwhile the Gross Motor area of 80% of the children was above the cutoff. Even the Fine Motor area was found to be problematic in 42% of the children under the cutoff for the development age. The Personal-Social area was a little bit better with 33% of the children under the cutoff. The reevaluation done at the end of the educative program showed great improvement in all studied areas. The area with the best improvement was the Communication area. Also the Fine Motor had e great improvement. This improvement is shown also in the children’s development assessment with the Denver II test. Conclusions: The children development in most of the cases presented important retardation. The application of an educative environment had got a strong impact in the improvement of the cognitive and language development of the children.
The developmental and social-emotional screening evaluation of institutionalized children;prospective three month surveillance (July-September 2011) in the Foster Care Home of Vlorë, Albania / Isaraj, Alda; Saliaj, Aurela. - 2:(2011), pp. 3-156. (Intervento presentato al convegno Biennial Meeting EARLI SIG 5 Researching Development, Learning and Well-Being in Early Childhood tenutosi a Utrecht).
The developmental and social-emotional screening evaluation of institutionalized children;prospective three month surveillance (July-September 2011) in the Foster Care Home of Vlorë, Albania
Alda Isaraj;
2011
Abstract
Support teacher in regular classrooms of primary education in the city of Vlora The purpose: The aim of this study is to monitor the level of the motor, cognitive, language and social development of the institutionalized children in the Foster Care Home, in the city of Vlorë and to evaluate the impact of the stimuli offered by an appropriate educative environment, in order to create supportive policies for the professionalized education of the development of preschoolers before they go to elementary school. The research questions: 1.Which are the distribution and the frequency of score system reached by the institutionalized children according to the different areas of the development screening tests of standard Denver II and Ages and Stages Questionnaire (ASQ-3)? 2.Which are the children with developmental delays in general or in specific areas? 3.Which is the impact of the educative environment in the cognitive and the language development of the child? Method: The evaluation of children development is done based on the standardized international tests of Denver II and A&S Questionnaires, referring to the chronological age of the children. In the Denver II test the failure of two or more sector items is considered not normal. According to the ASQ, the score system interpretations and recommendations for further following of the child are presented on the last page after each test according to the age. After pretesting of the development level, this group of children was put under a specialized and personalized stimulation program and at the end they were revaluated. This program provides personalized activities that promote development in weak areas. Results: In this study was includes all the 14 children between 2-6 years, who had lived in the Foster Care of Vlorë during the period JulySeptember 2011. According to the score system in A&S Questionnaires before the personalized program 50% of the children had their level of Communication and the Problem Solving areas under the cutoff, meanwhile the Gross Motor area of 80% of the children was above the cutoff. Even the Fine Motor area was found to be problematic in 42% of the children under the cutoff for the development age. The Personal-Social area was a little bit better with 33% of the children under the cutoff. The reevaluation done at the end of the educative program showed great improvement in all studied areas. The area with the best improvement was the Communication area. Also the Fine Motor had e great improvement. This improvement is shown also in the children’s development assessment with the Denver II test. Conclusions: The children development in most of the cases presented important retardation. The application of an educative environment had got a strong impact in the improvement of the cognitive and language development of the children.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
