Thesis (Ph. D.)--Syracuse University, 2004. / "Publication number AAT 3132681."

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 170-182). Available also in a digital version from Dissertation Abstracts.

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 230-244). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

No description available.

This survey-based, quantitative research investigated Early Intervention teachers' perception about Early Intervention services in Mecca Region in The Kingdom of Saudi Arabia. This research focused on three dimensions of Early Intervention including attitude toward Early Intervention services, the cultural influences in the provision of services, and the recommended practices that were used by professionals. Two options were offered to subjects to complete the survey: 1) an online survey and 2) a hard copy of the survey which was distributed to teachers in Early Intervention Centers. The majority of the participants completed the online survey. Data was collected and analyzed. The results showed that the teachers in Mecca Region in Saudi Arabia did not follow recommended practices. However, they had positive attitudes about Early Intervention services and indicated that they considered the culture of the children and families when determining curriculum and services in their programs.

Made available in DSpace on 2016-06-02T19:46:24Z (GMT). No. of bitstreams: 1 5232.pdf: 2518937 bytes, checksum: 7a2f1441ada3274020df991e23d0d951 (MD5) Previous issue date: 2013-02-25 / Students in kindergarten who shows signs of precocity, they deserve to have access to an educational service that meets their needs and develop their skills and competencies. For this to occur it is necessary to call the teacher to have knowledge about the precocity. In this perspective, this research aims to provide information to guide the teacher from kindergarten to recognize signs of indicators that characterize the precocious child. The study included 46 students from kindergarten aged three and four years, four parents and eight teachers who taught in a Municipal Center for Early Childhood Education in a city in the interior of São Paulo. This study was developed as a qualitative approach, and it was characterized as a case study. The information for the development of this research were obtained through the following instruments: questionnaire indicators of earliness, directed to parents and teachers; characterization form teacher participant and socioeconomic questionnaire answered by the parents. The results showed that of the 46 children observed by teachers only four showed 50% of the indicators proposed by the instrument. Regarding to teachers sort, we found that there are still many myths about whom is the talented child. These erroneous ideas are reflections of a formation that has large gaps regarding to the identification and discussion of the talented student attendance. We found that the study focused to the precocity is still barely discussed in academia. Thus, the relevance of this research is to provide a valuation of the potential development of children since kindergarten. / O aluno inserido na Educação Infantil e que apresenta sinais de precocidade, merece ter acesso a um atendimento educacional que supra suas necessidades e desenvolva suas habilidades e competências. Para que ocorra este atendimento é necessário que o professor tenha conhecimento sobre a temática da precocidade. Nesta perspectiva, esta pesquisa tem como reconhecer sinais de indicadores que caracterizam a criança precoce a partir das informações dos professores e pais. Participaram do presente estudo 46 alunos da Educação Infantil com faixa etária de três e quatro anos, quatro pais e 8 professores que lecionavam em um Centro Municipal de Educação Infantil de uma cidade do interior de São Paulo. Este estudo teve uma abordagem qualitativa, e caracterizou-se como Estudo de caso. As informações para o desenvolvimento desta pesquisa foram obtidas por meio dos seguintes instrumentos: questionário de indicadores de precocidade, dirigido aos pais e professores; ficha de caracterização do professor participante; e questionário socioeconômico respondido pelos pais. Os resultados mostraram que das 46 crianças observadas pelos professores, apenas quatro apresentaram 50% dos indicadores propostos pelo instrumento. Em relação à concepção dos professores, verificamos que ainda existem muitos mitos sobre quem é a criança precoce. Essas ideias errôneas são reflexos de uma formação que apresenta grandes lacunas em relação à discussão da identificação e atendimento do aluno com precocidade. Verificamos que o estudo voltado à precocidade ainda é pouco discutido na academia, assim, a relevância desta pesquisa está em proporcionar a valorização do desenvolvimento do potencial das crianças precoces desde a pré-escola.