The Contribution of Support Teachers in Facilitating Children’s Peer Interactions
Author:
Funder
ExtraStiftelsen and Statped
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
http://link.springer.com/content/pdf/10.1007/s13158-016-0157-1.pdf
Reference38 articles.
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2. Antia, S. D., Stinson, M. S., & Gaustad, M. G. (2002). Developing membership in the education of deaf and hard-of-hearing students in inclusive settings. Studies of Deaf Studies and Education, 7(3), 214–229.
3. Bae, B. (2012). Children and teachers as partners in communication: Focus on spacious and narrow interactional patterns. International Journal of Early Childhood, 44(1), 53–69.
4. Blumer, H. (1954). What is wrong with social theory? American Sociological Review, 19(1), 3–10.
5. Coplan, R. J., & Prakash, K. (2003). Spending time with teacher: Characteristics of preschoolers who frequently elicit versus initiate interactions with teachers. Early Childhood Research Quarterly, 18(1), 143–158.
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1. Promoting inclusion in play for students with developmental disabilities: kindergarten teachers’ perspectives;International Journal of Inclusive Education;2021-06-19
2. Enhancing Peer Interaction in Early Childhood Special Education: Chains of Children’s Initiatives, Adults’ Responses and Their Consequences in Play;Early Childhood Education Journal;2019-05-28
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