Contributions of incidental teaching, developmental quotient, and peer interactions to child engagement

Author(s): Casey, Amy M.; McWilliam, R. A.; Sims, Jessica;
Date Issued: April-June 2012
Description: An analysis of the role played by developmental levels, quality of peer interactions, and exposure to incidental teaching--a strategy involving teacher-child interaction, based on the child's existing engagement, that expands the child's participation or encourages the use of more sophisticated behavior--on the amounts of time children with disabilities spent in each of five categories of engagement, based on repeated observations of 61 preschoolers with disabilities who attended 31 toddler and preschool inclusive classrooms in and around a medium-large Southeastern city
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Funder(s): Special Education Programs (U.S.)
Journal Title: Infants and Young Children
Volume Number: 25
Issue Number: 2
Page Range: 122-135
Topics: Children & Child Development > Child Development & School Readiness

Child Care & Early Education Quality > Process Quality
Country: United States
ISSN: 0896-3746 Paper
1550-5081 Online
Peer Reviewed: yes
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