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Arda Tuncdemir, Tugce B.; Burroughs, Michael D.; Moore, Ginger – International Journal of Child Care and Education Policy, 2022
Although social-emotional learning (SEL) and ethics education are important, it remains a challenging issue to effectively implement these practices. In this study, a Philosophical Ethics in Early Childhood approach is proposed for developing children's social-emotional competence and Theory of Mind. To evaluate the effectiveness of this expanded…
Descriptors: Ethics, Early Childhood Education, Preschool Education, Theory of Mind
Rilveria, John Robert C. – International Journal of Child Care and Education Policy, 2022
This study utilized a sequential explanatory mixed-methods design in understanding the secondary system of therapeutic alliance from the perspectives of parents and caregivers of children with autism. In the quantitative phase, data from the accomplished questionnaires of 124 parent-caregiver dyads were collected and analyzed. Four factors…
Descriptors: Parent Attitudes, Children, Autism, Pervasive Developmental Disorders
Sahin Asi, Derya – International Journal of Child Care and Education Policy, 2019
In this study, it was aimed to evaluate the effects of a relationship-based intervention called Banking Time (BT) on child-teacher relationships in preschool period. Five- and six-year-old children (N = 93) attending full-time private preschool and their teachers (N = 8) were included in the participant group. It was pretest-intervention-posttest…
Descriptors: Intervention, Teacher Student Relationship, Preschools, Preschool Children
Keilty, Bonnie; Smith, JaneDiane – International Journal of Child Care and Education Policy, 2018
Early intervention (EI) for families of infants and toddlers with or at risk for developmental delays or disabilities is federally guided to begin at birth or older. With technological advances in prenatal testing, pregnant families are increasingly learning of diagnoses that result in EI eligibility once the child is born. For these families,…
Descriptors: Early Intervention, Infants, Toddlers, At Risk Persons
Dunst, Carl J.; Raab, Melinda; Hamby, Deborah W. – International Journal of Child Care and Education Policy, 2018
The purpose of the analyses described in this report was to evaluate both the effects of two contrasting approaches to parent-provided child learning opportunities and the direct and indirect effects on both proximal and distal parent social-affective behavior and verbal appraisals. The participants were 71 children with significant developmental…
Descriptors: Contingency Management, Young Children, Developmental Disabilities, Parent Child Relationship