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Relationship of Temperament to Preschoolers' Interactions with Peers and Teachers.
Peer reviewed Peer reviewed
Keogh, Barbara K.; Burstein, Nancy D. – Exceptional Children, 1988
The frequency of interactions with teachers and peers in two groups of preschool children (nine mildly/moderately handicapped, nine nonhandicapped) were observed. For both, positive temperament patterns increased interactions with peers and, for nonhandicapped, also increased child-teacher interactions. Teachers interacted more with those…
Descriptors: Disabilities, Personality Development, Personality Problems, Preschool Education
Practical Implications of an Interactional Model of Child Development
Peer reviewed Peer reviewed
Bijou, Sidney W. – Exceptional Children, 1977
Descriptors: Child Development, Conceptual Schemes, Early Childhood Education, Educational Philosophy
Out of the Classroom: Enhancing the Self
Peer reviewed Peer reviewed
Grossman, Bruce D. – Exceptional Children, 1971
Discussion of development of self awareness in the young child includes suggested classroom activities to foster development of the self. (KW)
Descriptors: Body Image, Child Psychology, Class Activities, Early Childhood Education