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ERIC Number: EJ788156
Record Type: Journal
Publication Date: 2008-Jan
Pages: 14
Abstractor: Author
Reference Count: 65
ISBN: N/A
ISSN: ISSN-0936-2835
Early Child Contingency Learning and Detection: Research Evidence and Implications for Practice
Dunst, Carl J.; Trivette, Carol M.; Raab, Melinda; Masiello, Tracy L.
Exceptionality, v16 n1 p4-17 Jan 2008
The types of contingency experiences infants and young children are typically exposed to are examined with a focus on the implications for early childhood intervention with young children who have developmental disabilities and delays. Studies of response-contingent child learning, the manner in which contingencies are not under direct child control, and child/caregiver reciprocal contingencies, are reviewed in terms of how they influence child learning and development. Results indicate that the different types of contingencies all positively influence child behavior. Implications for practice are described in terms of contingency-rich everyday child learning activities, child response-contingent learning in the context of those activities, and caregiver contingent responsiveness as an instructional strategy for supporting child contingency learning. (Contains 1 figure.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act Part C