Everyday Learning Opportunities of Young Children with and without Developmental Disabilities or Delays

Autor/in	Dunst, Carl J.
Titel	Everyday Learning Opportunities of Young Children with and without Developmental Disabilities or Delays
Quelle	In: International Journal of Early Childhood Environmental Education, 7 (2020) 3, S.23-41 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-0464
Schlagwörter	Young Children; Developmental Delays; Developmental Disabilities; Educational Opportunities; Informal Education; Natural Resources; Outdoor Education; Learning Activities; Educational Legislation; Equal Education; Federal Legislation; Individual Characteristics; Interests; Parent Influence; Interpersonal Relationship; Community Resources; Alaska; California (Los Angeles); California (Sacramento); California (San Francisco); Connecticut; Hawaii; New Mexico; New York (New York); North Carolina; Wisconsin (Madison); Wisconsin (Milwaukee) + Suchen Sie Ihr Suchwort? Frühe Kindheit; Entwicklungsverzögerung; Entwicklungsstörung; Bildungsangebot; Bildungschance; Informelle Bildung; Nichtformale Bildung; Natural Ressource; Natürliche Ressource; Freiluftunterricht; Lernaktivität; Bildungsrecht; Schulgesetz; Bundesrecht; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Bildungsinteresse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Young children birth to 6-years of age and their families were each studied for 6 months to identify the everyday family and community activities that were sources of informal everyday learning opportunities. The participants included 115 children with identified disabilities or developmental delays and 91 children without disabilities or delays. Including children with and without disabilities or delays permitted an assessment of similarities and differences in patterns of participation in everyday activities. The investigation was conducted at 14 research sites in eight states to insure geographic, economic, racial, and ethnic diversity. This involved in-vivo observations, interviews of the children's parents or other primary caregivers, collection of artifactual evidence, and other sources of information to identify the make-up of each child's everyday learning opportunities. Results showed that both groups of children routinely participated in the same number of everyday family and community activities. The family activities afforded both groups of children the same number of learning opportunities. Children without disabilities or delays were afforded more learning opportunities in community activities compared to children with disabilities or delays. Descriptive analysis of the learning opportunities found that the children participated in a variety of informal environmental learning activities involving nature, animals, insects and bugs, water, plants, natural play structures, and soil (sand, dirt, etc.) in different learning places (forests, meadows, parks, playgrounds, etc.). Implications for practice are described. (As Provided).
Anmerkungen	North American Association for Environmnental Education. 1725 DeSales Street NW, Washington, DC 20036. Tel: 202-419-0412; Web site: https://naturalstart.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01