Search

The structure and development of executive functioning (EF) have been intensively studied in typically developing populations, with little attention given to those with Special Educational Needs (SEN). This study addresses this by comparing the EF structure of 132 adolescents (11–14 years‐old) with SEN and 138 adolescents not requiring additional support (Non‐SEN peers). Participants completed verbal and non‐verbal assessments of key components of EF: inhibition, working memory and switching. Confirmatory Factor Analysis on each group tested one‐, two‐ and three‐factor models of EF. In both groups, there was statistical support for the fit of one‐ and two‐factor models with no model being clearly better than the others; there was little support for three‐factor models. Parsimony suggests that the one‐factor model best represents the structure of EF. In light of our results, the implications for the nature of EF in early adolescence in both SEN and Non‐SEN groups are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Výtvarná Výchova is the property of Charles University Prague, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present publication deals with the sensitive topic of the social taboo of death with regard to the process of the child's education and development, with particular focus on the use of thanatological literature as a factor shaping the child's personality. The text presents the perception of the death by children, and the essence as well as functions of thanatological literature. Presented are also selected analytical categories of literary texts, among which an objective and a subjective approach to the child and childhood can be distinguished. The first approach is consistent with the perspective of the childhood sociology shown in the article and the post-colonial theory, while the second approach refers to mainstream developmental psychology and the colonial theory. The articles also shows the impact of child and childhood research approaches on four well-known literary works for children (at the kindergarten and pre-school age), dealing with the discussed topic. The selected research method consists in qualitative analysis of the content of the books. The works have been selected due to their popularity and presence in scientific publications on the topic of death in children's literature. Based on the analysis of content values of the four literary works, it can be concluded that respect for the child's subjectivity and the value of their voice supports development of the youngest, among others, in the aspect of dealing with the sensitive topic of death. In the modern world, dominated, among others, by worship of youthfulness and physical strength, which has a significant influence on the shape of the education, thanatological education becomes an important challenge which cannot be neglected. [ABSTRACT FROM AUTHOR]