Use of Classroom Materials to Promote Preschool Engagement

McGee, Gail G.; Daly, Teresa; Izeman, Susan G.; Mann, Leesa H.; Risley, Todd R.

doi:10.1177/004005999102300410

Cited by 25 publications

(13 citation statements)

References 1 publication

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“…A number of strategies for minimizing children's nonengagement and for maximizing time spent in sophisticated engagement have been previously described in the literature, namely rotating toys (McGee, Daly, Izeman, Mann, & Risley, 1991); breaking up the middle of the classroom, dividing the classroom into zones, and setting up activity centers within a zone, while avoiding wide open spaces (McWilliam & Casey, 2008); using a zone defense schedule to organize adults (Casey & McWilliam, 2005); using incidental teaching (McWilliam & Casey, 2008); and so on. Results from this study suggest that instances of warm and responsive dyadic adult-child interactions may be associated with increases in time spent in sophisticated engagement and decreases in nonengagement.…”

Section: Implications For Practice and Future Researchmentioning

confidence: 99%

Consistency of toddler engagement across two settings

Aguiar

McWilliam

2013

Early Childhood Research Quarterly

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a b s t r a c tThis study documented the consistency of child engagement across two settings, toddler child care classrooms and mother-child dyadic play. One hundred twelve children, aged 14-36 months (M = 25.17, SD = 6.06), randomly selected from 30 toddler child care classrooms from the district of Porto, Portugal, participated. Levels of engagement were coded, and sophisticated engagement, but not nonengagement, was consistent across settings. Consistency in children's sophisticated engagement was primarily accounted for by chronological age. Children spent more time in sophisticated behaviors and less time nonengaged during mother-child dyadic play than in center-based child care. For sophisticated engagement, effects of child predictors were stronger than effects of environmental features; whereas for nonengagement, effects of environmental features were stronger than effects of child predictors. Findings suggest children's sophisticated engagement may be generalizable across settings, as a function of age, whereas their nonengagement is most likely context dependent.

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Section: Implications For Practice and Future Researchmentioning

confidence: 99%

Consistency of toddler engagement across two settings

Aguiar

McWilliam

2013

Early Childhood Research Quarterly

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“…If a third attempt is needed to secure the child's engagement, the free-play manager brings down the child's hobby box, which contains toys that were preselected based on prior observations of the child's sustained toy play. Additional detail on means of securing and maintaining engagement in the Walden Preschool have been previously reported, and identical systems are in place in the toddler center (MeGee & Daly, 1999b;McGee et al, 1991).…”

Section: Environmental Arrangementsmentioning

confidence: 99%

An Incidental Teaching Approach to Early Intervention for Toddlers with Autism

McGee

Morrier

Daly

1999

Journal of the Association for Persons with Severe Handicaps

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249

179

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In an effort to move incidental teaching research to practical applications for toddlers with autism, a comprehensive early intervention model was developed for use in the natural environments of a childcare center and children's homes. Based on the premise that social readiness will best be achieved by providing early sociallearning opportunities, the center based component of the model targets the developmental needs of an inclusive group of children with and without autism. The home based component involves parents of children with autism as key participants in their children's learning and prepares them to be effective advocates in their children's futures. The curriculum addresses what it is that toddlers need to learn, what environmental arrangements provide the most powerful teaching opportunities, and how teachers and parents can most effectively teach childrento progress at their optimum pace. Outcome data are p resented that documents an impact on the language and social behavior of participating toddlers with autism. Two of the more controversial Walden curriculum components are discussed. Current impediments to system change are considered in the hope that appropriate and effective early intervention may become available to all children with autism.

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“…Visual cues can be particularly helpful for very young children, children who are easily distracted, and children with communication delays (McGee, Daly, Izeman, Mann, & Risley, 1991). These pictures should be posted in several places around the room.…”

Section: Teaching Recognition Of the Physiological Sensations Of Angermentioning

confidence: 99%

Helping Young Children

Joseph

Strain

2003

Young Exceptional Children

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As a result of his teacher's careful selection of toys, materials, and play themes, four-year old Eduardo now is able to actively participate in a full range of free play activities. Yet, it is still the case that without this level of planning and subsequent, ongoing praise, Eduardo spends most days playing alone with one particular truck. On this day, Eduardo begins to play with the truck. He sets it aside for a brief moment, and another child, Jordan, approaches and takes the truck away. Visibly upset, Eduardo begins to scream and go after Jordan. His teacher, Miss Margaret, approaches and asks, "What is going on?" Eduardo is still trying to get at Jordan as Miss Margaret holds him and tells him he needs to calm down. Eduardo, half crying and half screaming, keeps repeating, "He took my truck and he always takes my things and he hates me!" Miss Margaret offers Eduardo other play ideas and begins to play with another truck herself, encouraging him to join her. The anger is too overwhelming, however, and Eduardo finds Jordan, hits him squarely in the back, and grabs the truck. Miss Margaret firmly intervenes at this point to protect Jordan, Eduardo, and the ongoing program.

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Use of Classroom Materials to Promote Preschool Engagement

Cited by 25 publications

References 1 publication

Consistency of toddler engagement across two settings

Consistency of toddler engagement across two settings

An Incidental Teaching Approach to Early Intervention for Toddlers with Autism

Helping Young Children

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