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Download full textPinar Aksoy; Frank M. Gresham – International Journal of Psychology and Educational Studies, 2024
The preschool years, spanning from birth to age six, are crucial periods for acquiring social-emotional learning (SEL) skills. An effective way to address social-emotional learning deficits is to implement evidence-based intervention programs. The purpose of this article is to review specific evidencebased social-emotional learning intervention…
Descriptors: Social Emotional Learning, Evidence Based Practice, Preschool Children, Intervention
Direct linkDiale, Boitumelo M.; Sewagegn, Abatihun A. – Journal of Early Childhood Research, 2021
Early childhood care and education (ECCE) has a crucial contribution to the future life of children, and overall quality of learning and development of a country. Even though there are no well-established international criteria to evaluate the quality of ECCE programmes because of the variability in nations' economies, workforces, political…
Descriptors: Foreign Countries, Educational Quality, Barriers, Teacher Education
Peer reviewedBrue, Alan W.; Oakland, Thomas – School Psychology International, 2001
Reviews the Portage Guide to Early Intervention, a program in which teachers instruct mothers in their homes in an effort to help promote the development of young children with developmental delays. Since multiple factors precluded an appropriate evaluation of the guide's effects, professionals are encouraged to be conservative when discussing the…
Descriptors: Developmental Delays, Developmentally Appropriate Practices, Parent Education, Parent Role
Peer reviewedLiben, Lynn S.; Kastens, Kim A.; Stevenson, Lisa M. – Developmental Review, 2002
Discusses how educating children to use maps for navigation may enhance wayfinding skills as well as general representation and spatial skills. Documents need for innovative educational curricula to meet challenges of teaching map navigation. Describes development and evaluation of "Where Are We?" curriculum to simulate real-world…
Descriptors: Cognitive Development, Developmentally Appropriate Practices, Elementary School Science, Geography
Peer reviewedDunn, Loraine; Kontos, Susan – Young Children, 1997
Reviews research on three issues related to the first edition of the developmentally appropriate practice (DAP) guidelines of the National Association for the Education of Young Children: (1) the prevalence of DAP; (2) teachers and parents beliefs about DAP and influence of beliefs on practice; and (3) how appropriate and inappropriate practice…
Descriptors: Child Development, Cognitive Development, Developmentally Appropriate Practices, Early Childhood Education
Peer reviewedCarta, Judith J.; And Others – Topics in Early Childhood Special Education, 1991
This article reviews the rationales and premises of the Developmentally Appropriate Practice (DAP) approach and early childhood special education (ECSE), highlighting areas of overlap. DAP's insufficiencies for planning, implementing, and evaluating ECSE programs are noted. A selective literature review clarifies issues separating the two areas,…
Descriptors: Child Development, Delivery Systems, Developmental Stages, Developmentally Appropriate Practices
Novick, Rebecca – 1996
The key to developmentally appropriate practices is to let a child construct his or her own knowledge through interactions with the social and physical environment. Because the child is viewed as intrinsically motivated and self-directed, effective teaching capitalizes on the child's motivation to explore, experiment, and to make sense of his or…
Descriptors: At Risk Persons, Classroom Techniques, Cognitive Style, Constructivism (Learning)
