Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/116280
Full metadata record
DC FieldValueLanguage
dc.contributor.advisorGudonis, Vytautas-
dc.contributor.authorMeškauskaitė, Eglė-
dc.date.accessioned2020-12-22T14:46:48Z-
dc.date.available2020-12-22T14:46:48Z-
dc.date.issued2005-06-08-
dc.identifier.urihttps://hdl.handle.net/20.500.12259/116280-
dc.description.abstractEglė Meškauskaitė. Cognitive maturity for school of preschool-aged children with defective sight in the context of integrated education. Scientific adviser: prof. habil.dr. Vytautas Gudonis. Vilnius Pedagogical University, Faculty of Pedagogy and Psychology, Department of Pedagogy, Branch of special education. – Vilnius, 2005. In order to determine cognitive maturity for school of preschool-aged children with defective sight in the context of integrated education 50 children with defective sight from the kindergartens of Kaunas and Vilnius, in respect of whom integrated education is applied, and 50 children with good sight from the kindergartens of Kaunas, Kulautuva and Raudondvaris have been examined. The research is based on a questionnaire which has been developed in accordance with the “General Programmes and Education Standards. Preschool Education” (2003). The data processing has revealed that the maturity of children with defective sight for school in the context of having an interest in the self, the own body, adults, knowledge of the close natural environment and the world, performance of practical tasks is not only lower than the one of children with good sight, but even higher. No differences between children with good sight and children with defective sight have been established as regards other principal capacities connected with children’s cognitive maturity for school, as set out in the general programmes and education standards. It has been established that girls with defective sight are more mature than boys with defective sight in the context of having an interest in the self, the own body, adults, knowledge of the close natural environment and the world, performance of practical tasks. It can be concluded that cognitive maturity for school of children with defective sight complies with the general level of children’s cognitive maturity for school. These findings justify the application of integrated education of children with defective sight.lt
dc.description.sponsorshipŠvietimo akademijalt
dc.description.sponsorshipVytauto Didžiojo universitetaslt
dc.format.extent109 p.-
dc.language.isolt-
dc.subjectsutrikusi regalt
dc.subjectbrandumas mokyklailt
dc.subjectintegrated educationlt
dc.subjectdefective sightlt
dc.subjectintegruotas ugdymaslt
dc.subjectpriešmokyklinis amžiuslt
dc.subjectpreschool-aged childrenlt
dc.subject.otherEdukologija / Education (S007)-
dc.titlePriešmokyklinio amžiaus sutrikusios regos vaikų pažintinis brandumas mokyklai integruoto ugdymo sąlygomislt
dc.title.alternativeCognitive maturity for school of preschool-aged children with defective sight in the context of integrated educationen
dc.typemaster thesis-
item.fulltextWith Fulltext-
item.grantfulltextopen-
Appears in Collections:VDU, ASU ir LEU iki / until 2018
Files in This Item:
Show simple item record
Export via OAI-PMH Interface in XML Formats
Export to Other Non-XML Formats


CORE Recommender

Page view(s)

13
checked on Jun 6, 2021

Download(s)

122
checked on Jun 6, 2021

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.