Individual Experiences of Children with and without Disabilities in Early Childhood Settings

Autor/inn/en	Clawson, Carolyn; Luze, Gayle
Titel	Individual Experiences of Children with and without Disabilities in Early Childhood Settings
Quelle	In: Topics in Early Childhood Special Education, 28 (2008) 3, S.132-147 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121407311482
Schlagwörter	Child Care; Early Childhood Education; Educational Environment; Disabilities; Young Children; Rating Scales; Behavior Problems; Student Experience; Educational Quality; Parent Influence; Mothers; Educational Attainment; Student Behavior; Special Needs Students; Play; Correlation; Racial Differences; Family Income; Predictor Variables; Gender Differences + Suchen Sie Ihr Suchwort? Kinderfürsorge; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Handicap; Behinderung; Frühe Kindheit; Rating-Skala; Studienerfahrung; Quality of education; Bildungsqualität; Mother; Mutter; Bildungsabschluss; Bildungsgut; Student behaviour; Schülerverhalten; Sonderpädagogischer Förderbedarf; Spiel; Korrelation; Rassenunterschied; Familieneinkommen; Prädiktor; Geschlechterkonflikt
Abstract	This study examined the global quality of early care and education settings and individual children's experiences in those settings. Sixty 4- to 5-year-old children (30 with disabilities and 30 without disabilities) were observed using the "Early Childhood Environment Rating Scale-Revised" (ECERS-R) and items from the ECERS-R adapted to focus on individual children's experiences. Early childhood global quality had the largest effect on individual children's experiences, after controlling for maternal education and child problem behavior. This relationship varied by children's problem behavior but not by disability status. When parents reported more problem behavior in children in classrooms of higher global quality (ECERS-R score), individualized ECERS-R experience ratings were lower. (Contains 8 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10