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Contributions of Incidental Teaching, Developmental Quotient, and Peer Interactions to Child Engagement
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Casey, Amy M.; McWilliam, R. A.; Sims, Jessica – Infants and Young Children, 2012
The purpose of the analysis reported in this article was to determine to what extent child and classroom characteristics were associated with the amount of time children with disabilities spent displaying each of 5 categories of engagement. Predictors consisted of children's receipt of incidental teaching, developmental quotient, and quality of…
Descriptors: Preschool Children, Disabilities, Learner Engagement, Peer Relationship
The Relationship between Preschoolers' Selective Attention and Memory for Location Strategies
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Blumberg, F.C.; Torenberg, M.; Randall, J.D. – Cognitive Development, 2005
Late and early preschoolers' attention and spatial strategies were examined in response to instructions to recall relevant objects [Blumberg, F. C. & Torenberg, M. (2003). The impact of spatial cues on preschoolers' selective attention. Journal of Genetic Psychology, 164, 42-53] and irrelevant objects [Blumberg, F. C. & Torenberg, M. (in press).…
Descriptors: Cues, Incidental Learning, Child Development, Attention
Learner-Centredness: An Analytical Critique
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Horn, Irmhild – South African Journal of Education, 2009
Contemporary education theory (and official South African policy) underwrites learner-centredness. I analyse learner-centredness as a possible piece of the puzzle about why it is proving so difficult to improve academic achievement. Learner-centred ideas are grounded in the belief that cognitive abilities develop spontaneously in accordance with a…
Descriptors: Criticism, Student Centered Learning, Educational Theories, Educational Policy
The Effects of Spatial Configuration on Preschoolers' Attention Strategies, Selective Attention, and Incidental Learning
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Blumberg, Fran C.; Torenberg, Meira – Infant and Child Development, 2005
This study investigated the effects of spatial arrangement on preschool children's selective attention and incidental learning. Three- and four-year old children were shown a multi-coloured box designated as a "special place" containing miniature chairs and models of animals. One category of objects were designated as relevant and one as…
Descriptors: Attention, Incidental Learning, Preschool Children, Spatial Ability
Communication Intervention for Infants and Toddlers with Cochlear Implants.
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Robbins, Amy McConkey – Topics in Language Disorders, 2003
Discussion of communication intervention with very young children who have cochlear implants examines: (1) the developmental appropriateness of materials and procedures; (2) behavior and compliance issues; (3) the need for less didactic instruction and more incidental learning emphasis; and (4) recognition of the home as the primary venue for…
Descriptors: Child Development, Cochlear Implants, Early Childhood Education, Early Intervention
Clarifying the Developmental Perspective in Response to Carta, Schwartz, Atwater, and McConnell.
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Johnson, James E.; Johnson, Karen McChesney – Topics in Early Childhood Special Education, 1992
This reaction paper offers evidence for the effectiveness of nondirective instructional models with special needs young children. The construct of "developmentally appropriate practice" is viewed as a working hypothesis and as a continuous variable, not a dichotomous variable. Relationships between early childhood education and early childhood…
Descriptors: Child Development, Developmental Continuity, Developmental Programs, Developmentally Appropriate Practices