Promoting Learning through Active Interaction. Project PLAI. Final Report.

Autor/inn/en	Chen, Deborah; Haney, Michele
Institution	California State Univ., Northridge. Dept. of Special Education.
Titel	Promoting Learning through Active Interaction. Project PLAI. Final Report.
Quelle	(1999), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Development; Child Rearing; Communication Skills; Curriculum Development; Deaf Blind; Early Intervention; Infant Care; Infants; Interpersonal Communication; Parent Child Relationship; Parent Education; Parent Role; Parenting Skills; Theory Practice Relationship; Toddlers + Suchen Sie Ihr Suchwort? Kindesentwicklung; Kindererziehung; Kommunikationsstil; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Mehrfach Behinderter; Säuglingspflege; Infant; Toddler; Toddlers; Kleinkind; Interpersonale Kommunikation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Parents education; Elternbildung; Elternschule; Parental role; Elternrolle; Theorie-Praxis-Beziehung; Infants
Abstract	This final report describes the activities and outcomes of Promoting Learning through Active Interactions, a research-to-practice 4-year project that developed, implemented, and validated a five-module curriculum with 25 infants (ages 6-30 months) who are deaf-blind, their parents, and early interventionists. The project had the following objectives: (1) to identify and promote contingent responses to infant behaviors which in turn motivate infant learning and exploration; (2) to identify compensatory interaction strategies which take into account the infants' degree of vision and hearing impairments and other disabilities; (3) to develop, implement, and evaluate "contingency games" as a means of promoting caregiver-infant interaction within the natural context of everyday routines; and (4) to support and develop caregiver satisfaction and feelings of competence in the role of caring for an infant who is deaf-blind. Participants in the project identified an increase in the amount and the quality of communicative interactions between themselves and their infants as well as an increased sense of efficacy in observing and responding to their children's needs. Quantitative evidence suggests meaningful changes in caregivers' behaviors consistent with the project objectives and activities. (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01