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| Early Education and… | 2 |
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| Journal Articles | 2 |
| Information Analyses | 1 |
| Reports - Research | 1 |
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Peer reviewedWolery, Mark; And Others – Early Education and Development, 1993
Five three-year-old children with disabilities were taught to identify rebus symbols. Children were given praise and instructive feedback. All children learned to identify all symbols. They acquired second and third sets of stimuli faster than they acquired the first set. (LB)
Descriptors: Classification, Developmental Disabilities, Feedback, Prompting
Play as the Leading Activity of the Preschool Period: Insights from Vygotsky, Leont'ev, and Bakhtin.
Peer reviewedDuncan, Robert M.; Tarulli, Donato – Early Education and Development, 2003
Discusses ideas from Vygotsky, Leont'ev and Bakhtin to show how fantasy play acts as its own zone of proximal development that contributes to the development of symbolic mediation, the appropriation of social roles and symbols, and the preschool child's preparation for elementary school. (JPB)
Descriptors: Child Role, Cognitive Development, Educational Theories, Language Acquisition
