An observational study: Examining the relevance of developmentally appropriate practices, classroom adaptations, and parental participation in the context of an integrated preschool program

Early Childhood Education Journal

Volumn 28, Issue 1, 2000, Pages 51-56

  Brown, Mark S ^a   Bergen, Doris ^a   House, Marcia ^b   Hittle, Jane ^b   Dickerson, Tina ^b  

^a MIAMI UNIVERSITY   (United States)

^b Camden Preschool   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 52849122454     PISSN: 10823301     EISSN: 15731707     Source Type: Journal    
DOI: 10.1023/A:1009599620930     Document Type: Article

References (5)

1. Boyer, W. A. R. (1997). Enhancing playfulness with sensorial stimula-tion. Journal of Research in Childhood Education, 12, 78-87.
2. Dunn, L., & Kontos, S. (1998). Developmentally appropriate practice: What does research tell us? ERIC Digest. Washington DC: Office of Educational Research and Improvement.
3. Greenspan, S., & Wieder, S. (1997). Learning to interact. Scholastic Early Childhood Today, 12, 23-24.
4. Greenwald, C., & Hand, J. (1997). The project approach in inclusive preschool classrooms. Dimensions of Early Childhood, 25, 35-39.
5. Hanson, M., Guttierrez, S., Morgan, M., Brennan, E., & Zercher, C. (1997). Language, culture, and disability: Interacting influences on preschool inclusion. Topics in Early Childhood Special Education, 17, 307-336.