Abstract
One of the more important questions in developmental research concerns the effects of various forms of socializing experiences upon the acquisition of interactive skills among normal and atypical children. Programs of social integration for the atypical have been developed that focus upon particular aspects of the child’s behavior which are thought to reflect an important part of general social competence. However, even assuming that we can define such general social competence, relatively little is known about the potential socialization processes that underlie social skill acquisition. Such knowledge is especially lacking for atypical children (Klein, 1977; Wynne, Ulfelder, & Dakoff, Note 1). In this respect, classical human ethology has already provided useful information concerning behavioral adaptations of atypical children (Hutt & Hutt, 1970; Tinbergen, 1974). Given its emphasis on direct observation of naturally occurring activity and its avoidance of premature theoretical constructs, social ethology promises to provide equally important normative information on the emergence of social skills among young children.
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Reference Note
Wynne, S., Ulfeder, L. S., & Dakoff, G. Mainstreaming and early childhood education for handicapped children: Review and implications of research (Final Rep., Contract OEC-74–9056). Washington, D.C.: Bureau of Education for the Handicapped, 1975.
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Markovits, H., Strayer, F.F. (1982). Toward an Applied Social Ethology: A Case Study of Social Skills Among Blind Children. In: Rubin, K.H., Ross, H.S. (eds) Peer Relationships and Social Skills in Childhood. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-8180-8_14
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