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Hovey, Katrina A.; Gauvreau, Ariane N.; Lohmann, Marla J. – Journal of Special Education Apprenticeship, 2022
In order to ensure the success of all children in an inclusive preschool classroom, teachers must utilize evidence-based practices as outlined by the National Association for the Education of Young Children's Developmentally Appropriate Practices and the Council for Exceptional Children's Division of Early Childhood Recommended Practices. This can…
Descriptors: Early Childhood Education, Access to Education, Special Needs Students, Inclusion
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Madland, Colin; Richards, Griff – International Review of Research in Open and Distributed Learning, 2016
The study buddy is a learning strategy employed in a graduate distance course to promote informal peer reviewing of assignments before submission. This strategy promotes student-student interaction and helps break the social isolation of distance learning. Given the concern by Arum and Roksa (2011) that student-student interaction may be…
Descriptors: Foreign Countries, Graduate Students, Study Habits, Cooperative Learning
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Martin, Doris Marie – Dimensions of Early Childhood, 1995
Discusses the tactile and kinesthetic areas of learning children experience when using clay. Includes practical tips for using and storing clay for preschool use and notes the differences between potters' clay and play dough. (HTH)
Descriptors: Art Activities, Art Expression, Art Materials, Clay
Crosser, Sandra – Early Childhood News, 1996
Presents an overview of developmentally appropriate practices for preschool classrooms. Discusses the role of the teacher, and emphasizes the use of age-appropriate schedules, space, group and individual activities, music and movement, as well as interest-based curricula. (MOK)
Descriptors: Classroom Environment, Cognitive Development, Developmentally Appropriate Practices, Learning Activities