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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ459497
Record Type: CIJE
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0271-1214
Clarifying the Developmental Perspective in Response to Carta, Schwartz, Atwater, and McConnell.
Johnson, James E.; Johnson, Karen McChesney
Topics in Early Childhood Special Education, v12 n4 p439-57 Win 1992
This reaction paper offers evidence for the effectiveness of nondirective instructional models with special needs young children. The construct of "developmentally appropriate practice" is viewed as a working hypothesis and as a continuous variable, not a dichotomous variable. Relationships between early childhood education and early childhood special education are considered. (DB)
Descriptors: Child Development, Developmental Continuity, Developmental Programs, Developmentally Appropriate Practices, Disabilities, Early Childhood Education, Early Intervention, Educational Philosophy, Educational Practices, Educational Psychology, Incidental Learning, Instructional Development, Instructional Effectiveness, Interdisciplinary Approach, Learning Theories, Models, Special Education, Student Development
Publication Type: Journal Articles; Opinion Papers; Information Analyses
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Theme Issue: Research and Practice in Early Intervention.