Descriptor
Source
| Topics in Early Childhood… | 3 |
Publication Type
| Journal Articles | 3 |
| Opinion Papers | 2 |
| Guides - Non-Classroom | 1 |
| Reports - Descriptive | 1 |
Education Level
Audience
| Practitioners | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedCarta, Judith J.; And Others – Topics in Early Childhood Special Education, 1993
As part of a continuing dialog, this response to Johnson and McChesney Johnson (1992) focuses on the many areas of overlap between principles of Developmentally Appropriate Practice and current early childhood special education principles of early intervention. (Author/DB)
Descriptors: Child Development, Developmentally Appropriate Practices, Disabilities, Early Childhood Education
Peer reviewedJohnson, Karen McChesney; Johnson, James E. – Topics in Early Childhood Special Education, 1993
As part of a continuing dialog, this response to Carta et al. (EC 607 082) raises questions about the comparability of early childhood special education and Developmentally Appropriate Practice principles and examines philosophical differences over the meaning of integration of curriculum and assessment and the importance of active engagement. (DB)
Descriptors: Child Development, Developmentally Appropriate Practices, Disabilities, Early Childhood Education
Peer reviewedNorris, Janet A. – Topics in Early Childhood Special Education, 1991
Five principles of learning for young children with handicaps (functioning below a developmental age of one year) are presented, with descriptions of strategies that can be used to facilitate ascendance to higher levels of cognitive-social-communicative functioning. The principles include frequent adult-child interactions, meaningful context for…
Descriptors: Child Development, Cognitive Development, Developmental Stages, Developmentally Appropriate Practices
