برنامج قائم علي نظرية التماسك المركزي في تنمية مهارة تكوين المفاهيم لدي الأطفال ذوي صعوبات التعلم النمائية A program based on the theory of Central Coherence in developing the Conceptual formation skill among children with Developmental Learning Disabilities | ||||
| مجلة التربية وثقافة الطفل | ||||
| Volume 23, Issue 3 - Serial Number 3102022, October 2022, Page 63-119 PDF (1.15 MB) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/jkfb.2022.275273 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| د/هديل أحمد يسرى الشامي* | ||||
| المنيا | ||||
| Abstract | ||||
| Abstract: The current research aimed to develop the Conceptual formation skill among children with Developmental Learning Disabilities, through a program based on the theory of central coherence, and to identify the extent of the continuity of the effectiveness of the program after the end of the application through follow-up evaluation, and to achieve this goal, the research sample consisted of (10) children with Developmental learning Disabilities, whose ages ranged between (5-6) years, with an average age of (63 months) with a standard deviation of 2.92. The experimental group was homogenized in the variables (age - intelligence - developmental learning disabilities - concept formation skill). The researcher used the following tools, the Stanford-Binet Intelligence Scale - the fifth picture. Arabization, Safwat Farag (2016), a battery of tests for some pre-academic skills for kindergarten children as indicators of learning disabilities, prepared by Adel Abdullah (2016), a measure of the skill of forming concepts among children with developmental learning disabilities, (Prepared by the researcher), a program based on the theory of central cohesion to develop the Conceptual formation skill for children with developmental learning disabilities in early childhood. (prepared by the researcher), and the results revealed: There are statistically significant differences between the mean ranks of the scores of individuals (the experimental group) in the pre and post measurements on the concept formation skill scale in favor of the post measurement, and there are no statistically significant differences between the mean ranks of the scores of the individuals (the group), experimental) in the post and follow-up measurements (one month after the completion of the application of the program) on the concept formation skill scale. | ||||
| Keywords | ||||
| Keywords: Conceptual formation skill; Central Coherence; Developmental Learning Disabilities | ||||
|
Statistics Article View: 197 PDF Download: 254 |
||||
