NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED016314
Record Type: RIE
Publication Date: 1965
Pages: 46
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
PSYCHOLOGICAL ANALYSIS OF CAMP ACTIVITIES IN SELECTED KENNEDY FOUNDATION SPONSORED CAMPS FOR THE MENTALLY RETARDED.
PAINTER, GENEVIEVE
RECREATIONAL ACTIVITIES OBSERVED AT SIX SUMMER DAY CAMPS (REPRESENTATIVE OF 26 SUCH CAMPS SPONSORED BY THE KENNEDY FOUNDATION) ARE REPORTED. EACH CAMP WAS VISITED AND THE FIRST 25 ACTIVITIES PRESENTED WERE ANALYZED BY ONE OF TWO THEORETICAL MODELS. THE MODEL FOR MEANINGFUL (COGNITIVE) ACTIVITIES WAS USED TO RATE ACTIVITIES IN TERMS OF INTERPRETATIVE INPUT (AUDITORY, VISUAL, HAPTIC), MEANINGFUL INTERGRATION AUDITORY-VOCAL, AUDITORY-MOTOR, VISUAL-VOCAL, VISUAL-MOTOR, HAPTIC-VISUAL, HAPTIC-MOTOR), AND EXPRESSIVE OUTPUT (VOCAL, MOTOR, VOCAL-MOTOR). THE MODEL FOR IMITATIVE (AUTOMATIC) ACTIVITIES WAS USED TO RATE ACTIVITIES IN TERMS OF AUTOMATIC SENSORY INPUT (AUDITORY, VISUAL, HAPTIC), IMITATIVE INTEGRATION (RHYTHM, SPATIAL RELATIONS, LATERALITY, BODY IMAGE, AND NON-MEANINGFUL AUDITORY-VOCAL, AUDITORY-MOTOR, VISUAL-VOCAL, VISUAL-MOTOR, HAPTIC-VOCAL, HAPTIC-MOTOR), AND PERFORMANCE OUTPUT (IMITATIVE VOCAL, MOTOR, VOCAL-MOTOR). ALSO, EACH ACTIVITY WAS RATED ON EFFECTIVENESS IN GAINING CAMPERS' ATTENTION, SEQUENCING INSTRUCTION, SUCCESS OF PERFORMANCE, TYPES OF MOTOR REQUIREMENTS, AND TYPES OF SOCIAL INTERACTION. A CAMP DESCRIPTION AND AN ACTIVITY ANALYSIS ARE PRESENTED FOR EACH OF THE SIX CAMPS. A SUMMARY TABLE COMPARES THE ACTIVITY COMPONENT ANALYSES. RESULTS INDICATES THAT (1) IMITATIVE ACTIVITES WERE MOST FREQUENT IN ALL CAMPS, (2) HAPTIC INPUT OCCURRED ONLY OCCASIONALLY, (3) MOTOR OUTPUT WAS MOST FREQUENT, (4) MOST FREQUENT INTEGRATION COMPONENTS WERE VISUAL-MOTOR AND AUDITORY-MOTOR, (5) FEW ACTIVITIES WERE SEQUENCED INSTRUCTIONALLY IN SMALL STEPS, AND (6) COOPERATIVE PLAY WAS SELDOM OBSERVED. SUGGESTIONS FOR ACTIVITY MODIFICATIONS INCLUDE (1) RAISING THE LEVEL OF ACTIVITIES FROM IMITATIVE TO MEANINGFUL, (2) DIVERSIFYING INPUTS AND OUTPUTS, (3) DIVERSIFYING INTEGRATION, (4) INCREASING ATTENTION SPAN, (5) DEVELOPING SEQUENCED INSTRUCTION IN SMALL STEPS, AND (6) INCREASING SOCIAL INTERACTIONS. EXAMPLES OF POSSIBLE MODIFICATIONS FOR EACH OF THE ABOVE ARE GIVEN. A TABLE LISTING ACTIVITY COMMONALITY AMONG ALL SIX CAMPS IS INCLUDED. (RS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Illinois Univ., Urbana. Inst. of Research for Exceptional Children.
Identifiers: Joseph P Kennedy Jr Foundation