Developmental tasks of early childhood. (c1957)

1957 ◽  
Author(s):  
Loris Shammoun Asmar
Keyword(s):  
Early Childhood ◽  
Developmental Tasks

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

Developing an Early Intervention Preservice Specialization in Speech-Language Pathology

1995 ◽  
Vol 4 (2) ◽  
pp. 31-36 ◽  
Author(s):  
Joanne E. Roberts ◽  
Elizabeth Crais ◽  
Thomas Layton ◽  
Linda Watson ◽  
Debbie Reinhartsen
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Intervention Program ◽  
Graduate Program ◽  
Master's Level ◽  
Clinical Experiences ◽  
Speech Language Pathology ◽  
Early Intervention Program ◽  
Language Pathology ◽  
Family Centered

This article describes an early intervention program designed for speech-language pathologists enrolled in a master's-level program. The program provided students with courses and clinical experiences that prepared them to work with birth to 5-year-old children and their families in a family-centered, interdisciplinary, and ecologically valid manner. The effectiveness of the program was documented by pre- and post-training measures and supported the feasibility of instituting an early childhood specialization within a traditional graduate program in speech-language pathology.

Gender-role orientation and social expectations regarding female adolescents' coping with developmental tasks 1The preparation of this article was facilitated by a grant from the Swiss National Foundation for young researchers, financed by the local research committee of the University of Fribourg to the first author during her stay at the University of Illinois at Urbana-Champaign, USA. We are grateful to Susan B. Cleary for editing the English version of this article.

1999 ◽  
Vol 58 (4) ◽  
pp. 273-286 ◽  
Author(s):  
Regula P. Berger ◽  
Alexander Grob ◽  
August Flammer
Keyword(s):  
Gender Role ◽  
Female Gender ◽  
Role Orientation ◽  
Developmental Tasks ◽  
Developmental Task ◽  
Gender Role Orientation ◽  
Research Committee ◽  
National Foundation ◽  
Normative Expectations ◽  
The University

This study focuses on the importance of social developmental expectations, assessed as emotional and cognitive evaluations regarding the timing and the gender-role conformity of normative developmental tasks. Two central questions were raised. First, to what degree do the timing and the gender-role conformity affect the adults' expectations? Second, how much does the adults' own gender-role orientation (GRO), classified as traditional vs. liberal, affect their expectations? A 4 (timing modus) × 2 (developmental task) × 2 (gender-role conformity)-factorial design was administered to a sample of 140 adults of both sexes, 20 to 81 years old. Coping in time and with gender-role typical career received the most approval. Typical developmental tasks were more approved by persons with a traditional than with a liberal GRO. However, the evaluation of non-typical developmental tasks was not affected by the GRO. The possibility of a shift in normative expectations toward more liberal, diverse, and self-defined female gender-roles is discussed.

Positive Adult Personality Development

2005 ◽  
Vol 10 (4) ◽  
pp. 320-329 ◽  
Author(s):  
Ursula M. Staudinger ◽  
Ute Kunzmann
Keyword(s):  
Young Adulthood ◽  
Personality Development ◽  
Cross Cultural ◽  
Personality Change ◽  
Developmental Tasks ◽  
Adult Personality ◽  
Heated Debate

Abstract. Does personality stay stable after young adulthood or is there continued change throughout middle and later adulthood? For decades, this question has caused heated debate. Over the last couple of years, a consensus has emerged based on recent cross-cultural as well as longitudinal evidence. This consensus confirms that indeed there is personality change in middle and later adulthood. Many authors have labeled this change personality maturation or growth. In somewhat simplified terms the observed pattern is as follows: neuroticism declines, conscientiousness and agreeableness increase. At the same time it has been argued that this pattern of personality change is the result of coping with the developmental tasks of adulthood and, thus, increased adjustment. We would like to examine this practice of equating developmental adjustment with growth and ask how to define personality growth. To answer this question, we consult theories of personality development as well as lifespan theory.

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