NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1061395
Record Type: Journal
Publication Date: 2015-May
Pages: 12
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-0271-1214
Fostering Habib's Engagement and Self-Regulation: A Case Study of a Child from a Refugee Family at Home and Preschool
Haines, Shana J.; Summers, Jean Ann; Turnbull, Ann P.; Turnbull, H. Rutherford, III.; Palmer, Susan
Topics in Early Childhood Special Education, v35 n1 p28-39 May 2015
Developing children's self-regulation and engagement skills are primary goals of early childhood education. These skills are fostered in both home and preschool environments and can lead to improved educational outcomes. This qualitative case study investigated how a refugee family and Head Start teachers fostered the self-regulation and engagement skills of a 4-year-old boy at risk for disability. It found that adult expectations and practices related to protection, intervention, and affective response in his home environment differed greatly from those in his Head Start environment. His skills steadily improved in both settings during the 4-month study's duration. Implications include using a framework of the three domains--protection, intervention, and affective response--to guide future research.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
IES Grant or Contract Numbers: H325D080047