Literaturnachweis - Detailanzeige
| Autor/inn/en | Harper, Lawrence V.; McCluskey, Karen S. |
|---|---|
| Titel | Teacher-Child and Child-Child Interactions in Inclusive Preschool Settings: Do Adults Inhibit Peer Interactions? |
| Quelle | In: Early Childhood Research Quarterly, 18 (2003) 2, S.163-84Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0885-2006 |
| Schlagwörter | Adult Child Relationship; Behavior Patterns; Comparative Analysis; Context Effect; Disabilities; Inclusive Schools; Peer Relationship; Play; Preschool Children; Preschool Education; Teacher Student Relationship Handicap; Behinderung; Inclusive school; Integrative Schule; Peer-Beziehungen; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung |
| Abstract | Analyzed free play of 24 preschoolers (3 to 4 years old), half of whom had disabilities. Found that the proportions of time that each child spent interacting with peers and with adults were negatively correlated for 21 of the children. After an adult had initiated an interaction with them, children were less likely to initiate interaction with a peer and more likely to initiate another interaction with an adult. (Author/KB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
