Dimensions of mastery in same-age and mixed-age integrated classrooms

Blasco, Patricia M.; Bailey, Donald B.; Burchinal, Margaret

doi:10.1016/s0885-2006(05)80090-0

Cited by 35 publications

(34 citation statements)

References 34 publications

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“…With respect to more complex engagement behaviours there appears to be a positive relationship between complex engagement behaviours, such as problem-solving (whereby, for example, the child tries to complete something even though it takes a long time to finish) or complex rule-based play (Blasco, Bailey, & Burchinal, 1993;Malone, Stoneman, & Langone, 1994), and developmental age. These behaviours are more common in older preschool children (Aguiar & McWilliam, 2013;Casey et al, 2012;De Kruif & McWilliam, 1999).…”

Section: Child Engagementmentioning

confidence: 99%

“…Core engagement refers to attentional and persistence behaviours that are not associated with the child's maturity level (De Kruif & McWilliam, 1999), while developmental engagement refers to behaviours of higher complexity that are associated with developmental age (Aguiar & McWilliam, 2013;Blasco et al, 1993;Casey et al, 2012;Malone et al, 1994). Both types of engagement need to be investigated in order to develop support that can contribute to children's engagement regardless of their functioning in terms of behaviour difficulties, cognitive impairment, or severe developmental delay.…”

Section: Child Engagementmentioning

confidence: 99%

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Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool

Sjöman

Granlund

Almqvist

2016

Early Child Development and Care

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Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschoolSjöman, M.; Granlund, M.; and Almqvist, L. CHILD, Jonkoping University, Sweden AbstractThis study examined social interaction as a mediator between externalized behaviour difficulties and children's engagement in preschool. Data from 663 children (340 boys), aged 18 to 71 months, were collected at 81 Swedish preschool units in six municipalities to test a path model that included child, teacher, and child groups. The results indicated that behaviour difficulties and engagement may occur simultaneously. Hyperactivity had a direct negative influence on engagement, which was not the case with conduct problems. Teachers' responsiveness as well as positive interactions with peers had an indirect influence on the relationship between hyperactivity and engagement.Responsive staff and positive interactions within the child group seem to contribute to children's engagement despite hyperactivity. Children's engagement, as well as special support to stimulate engagement in preschool, is discussed.

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Section: Child Engagementmentioning

confidence: 99%

Section: Child Engagementmentioning

confidence: 99%

Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool

Sjöman

Granlund

Almqvist

2016

Early Child Development and Care

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“…The importance of toy play as a form of environmental engagement among young children is well accepted (Weinberger & Starkey, 1994;Wolery & Werts, 1994). It is also well recognized that young children with disabilities often engage in less toy play than their typically developing peers (Blasco, Bailey, & Burchinal, 1993), and frequently need special interventions to increase toy play (Blasco et al;Reid, DiCarlo, Schepis, Hawkins, & Stricklin, 2003).…”

mentioning

confidence: 99%

Increasing Pretend Toy Play of Toddlers With Disabilities in an Inclusive Setting

DiCarlo

Reid

2004

J of App Behav Analysis

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We evaluated a program for increasing pretend toy play of 2-year-old children with disabilities in an inclusive classroom. Classroom personnel implemented the program, which involved choices of classroom centers containing toys that tend to occasion pretend play in toddlers without disabilities, along with prompting and praise. Increases occurred in independent pretend-play rates among all 5 participating toddlers. Results are discussed regarding the importance of promoting toy play of very young children with disabilities that is similar to the type of play of their nondisabled peers, and the need to identify critical program components that are applicable in inclusive settings.

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“…No presente estudo, a natureza da relação da idade desenvolvimental com as outras variáveis é genericamente consistente com os resultados de estudos prévios que incluíram a idade desenvolvimental como variável independente (Blasco et al, 1993;Malone et al, 1994referidos por de Kruif & McWilliam, 1999McWilliam & Bailey, 1995). Nestes estudos, a idade desenvolvimental estava positivamente relacionada com comportamentos de envolvimento mais sofisticados e negativamente com comportamentos de envolvimento de nível mais baixo (e.g., não envolvido, comportamentos indiferenciados).…”

Section: Discussão Dos Resultadosunclassified

Relações entre idade desenvolvimental, dimensões do comportamento adaptativo e envolvimento observado

Pinto

Barros

Aguiar

et al. 2012

Análise Psicológica

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A observação de actividades de jogo da criança em contextos naturais tem sido utilizada em numerosos estudos como medida do seu funcionamento cognitivo. Segundo Howes e Smith (1995), estes estudos baseiam-se na noção Piagetiana de que o desenvolvimento cognitivo pode ser avaliado através da observação das actividades desenvolvidas pelas crianças durante as suas interacções com os objectos. De acordo com esta perspectiva, o comportamento das crianças assume níveis de complexidade cognitiva crescente através da sua participação em actividades de jogo e de aprendizagem. É esperado que crianças que passam maiores percentagens de tempo em actividades que são consideradas estimuladoras da criatividade e de pensamento divergente tenham maior probabilidade de demonstrar níveis elevados de actividade cognitiva.Na última década, a utilização da avaliação baseada no jogo tem sido defendida como um procedimento alternativo a medidas normalizadas do desempenho cognitivo da criança e como uma forma de ultrapassar alguns dos problemas associados a estas medidas. Sendo uma actividade abrangente, o contexto de jogo constitui um procedimento apropriado para avaliar a qualidade da realização da criança em diferentes domínios do desenvolvimento e permite a observação de comportamentos tal como estes ocorrem nos ambientes naturais de socialização

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Dimensions of mastery in same-age and mixed-age integrated classrooms

Cited by 35 publications

References 34 publications

Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool

Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool

Increasing Pretend Toy Play of Toddlers With Disabilities in an Inclusive Setting

Relações entre idade desenvolvimental, dimensões do comportamento adaptativo e envolvimento observado

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