Literaturnachweis - Detailanzeige
Autor/inn/en | Cunningham, Jennifer E.; Chow, Jason C.; Meeker, Kathleen Artman; Taylor, Abby; Hemmeter, Mary Louise; Kaiser, Ann P. |
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Titel | A Conceptual Model for a Blended Intervention Approach to Support Early Language and Social-Emotional Development in Toddler Classrooms |
Quelle | In: Infants and Young Children, 36 (2023) 1, S.53-73 (21 Seiten)
PDF als Volltext |
Zusatzinformation | Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0896-3746 |
Schlagwörter | Toddlers; Social Emotional Learning; Intervention; Educational Theories; Evidence Based Practice; Child Behavior; Language Acquisition; Correlation; Faculty Development; Preschool Children Infant; Infants; Toddler; Kleinkind; Educational theory; Theory of education; Bildungstheorie; Sprachaneignung; Spracherwerb; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule |
Abstract | The purpose of this article is to present a theory-driven blended intervention model that integrates evidence-based interventions to support language and social development of young children. We (1) provide an overview of practices that are designed to support language and social-emotional development, (2) present a theory of change model that outlines the theoretical basis for our proposed approach, and (3) provide an example of the conceptual model via the blending of Tier 1 interventions that provide class-wide language and behavioral support for young children. We conclude by arguing for the parsimony that a proactive synergy between social and language interventions blended into a single professional development approach will provide. (As Provided). |
Anmerkungen | Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |