title: [Longitudinal study of early intervention, clinical course and school performance of mildly retarded kindergarten children].
abstract: Two groups of 6-8 children aged 3-4 years with a mental retardation of 6 to 9 months were educated in special Kindergarten groups for one year. The effects were checked three times during the year and in the children's third or fourth year at school. A control group matched for age and mental development continued in the Kindergarten as usual and was checked in the same way. As we had supposed, the children in the small groups demonstrated better results in their mental and behavioural development after one year of special education. There was also some evidence that it had a positive effect up to the age of 10 years. The positive effect on their behaviour was more pronounced (according to psychological examinations, school marks and questionnaires for teachers and mothers) than on their intellectual performance. Thus, special education in small groups can promote a more harmonious development of the personality of slightly retarded children.
authors.affiliation: Abteilung Kinderneuropsychiatrie, Universität Rostock.
authors.forename: M
authors.initials: M
authors.lastname: Meyer-Probst
authors.forename: G
authors.initials: G
authors.lastname: Cammann
mesh_terms: D000124:Achievement; D002648:Child; D002657:Child Development; D002675:Child, Preschool; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D005260:Female; D005500:Follow-Up Studies; D005858:Germany; D006801:Humans; D008137:Longitudinal Studies; D008297:Male
vernacular_title: Längsschnittstudie über Frühförderung, Entwicklungsverlauf und Schulbewährung leicht retardierter Kindergartenkinder.