Perceptual-motor activities are being recognized as possible contributors to the general readiness of children for learning through the development of perceptual-motor abilities. The contribution of perceptual-motor activities to specific perceptual readiness skills is being reexamined. Readiness programs are generally designed to help children to…

Home movies of eight normal children and eight children later diagnosed as autistic were analyzed based on: (1) Piagetian criteria of sensorimotor development and semiotic functioning, and (2) developmental levels of action competencies. The age range covered was 4 to 42 months of age. The analysis showed that, from the second year of life, timing…

Intended for use with severely and profoundly multiply handicapped children within the 0-48 month developmental age range, the manual is designed for planning and implementing an educational treatment program in the areas of auditory discrimination, communication, gross motor, and visual/fine motor skills. The format of the Assessment/Curriculum…

From the monthly Saturday Review supplement, "Education in America, sponsored by the Charles F. Kettering Foundation.

Article translated and adapted from one that appeared in LES ANNALS D'OCCULISTIQUE, May 1967.

Growth concepts as they relate to motor development in children are discussed. The focus of this monograph is on structuring situations to help children develop physical skills. The first chapter deals with individual growth patterns, genetic and environmental influences on human growth, and the development of physical efficiency. Chapter two…

Designed for use as a teaching aid only, this instructional guide provides secondary physical education teachers with a basis and direction for realizing those instructional objectives concerned with the development of motor skills and physical fitness. The content of the bulletin reflects an increased emphasis on individualization and student…

A PHYSIOLOGICAL APPROACH TO THE EDUCATION OF CHILDREN WITH SPECIAL LEARNING DIFFICULTIES WAS THE BASIS OF AN EXPERIMENTAL CURRICULUM. THE LEARNER WAS SEEN AS A SPACIALLY ORIENTED BEING WITH A PHYSIOLOGICAL MAKEUP DESIGNED TO TRAVEL THROUGH "EDUCATIONAL SPACE," PROCESSING INFORMATION TO HIS PROGRESSIVE ADVANTAGE. EIGHT CONSTRUCTS SERVED…

In this teaching guide, movement education is presented as a means for developing the inherent ties between mind and body and for increasing ties between the two. While it is designed for elementary and secondary physical education teachers, it may be used as a text at the college level. Examples of specific lessons, many of which require no…

This paper reviews recent literature in the field of fine motor control and training, its theory, practice, and evaluation. The paper is organized into sections dealing with (1) definitions, (2) motor learning in general for developmentally normal and handicapped persons, (3) training methods and concepts, (4) evaluation, (5) other areas, (6)…

Fifty-six objectives, generally with one sample item each, for art in grades four through six are presented. Sample items are usually art projects. Objectives are arranged in categories: (1) elements of art; (2) using the elements; (3) principles of art; (4) perceptual skills; (5) art history; and (6) techniques. Sample items are drawn from…

The purpose of this research study was to compare two kinds of perceptual training for kindergarteners. A control group was grouped for instruction in visual or auditory perception. The children whose weaker modality was auditory received an "Open Court" program which stressed the acquisition of phonetic skills. The Frostig-Horne program was given…

Presented is an informal speech addressed to parents of exceptional children. Discussed is the fact that terminology for slow learners and learning disabilities has changed through the past 20 years and that many labels may be more harmful to the child than the actual disability. In an attempt to be reassuring, it is stated that in many cases…

This investigation evaluated a group of 20 8-month to 2-year-old culturally disadvantaged children who were given a 1-year structured educational program as a means of environmental intervention. The program involved language training, conceptual training, and sensory-motor training. The study is the first phase of a longitudinal study to…

A program for approximately 100 2- to 5-year-old culturally deprived Nashville, Tennessee, children was conducted in two community day-care centers. The children received instruction in groups of six or seven on a half-day basis for 5 days a week. Both language input and output were the focus of instruction, which was carried out through…