Teachers’ beliefs about peer social interactions and their relationship to practice in Chinese inclusive preschools-Reference-Cited by-同舟云学术

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Teachers’ beliefs about peer social interactions and their relationship to practice in Chinese inclusive preschools

Published:2021-10-04 Issue: Volume: Page:1-15
ISSN:0966-9760
Container-title:International Journal of Early Years Education
language:en
Short-container-title:International Journal of Early Years Education

Author:

Tan Run¹^ORCID,Schwab Susanne²³^ORCID,Perren Sonja⁴^ORCID

Affiliation:

1. Department of Educational Empirical Research, University of Konstanz, Konstanz, Germany

2. Centre for Teacher Education, Vienna University, Vienna, Austria

3. Research Focus Area Optentia, North West university, vanderbijlpark, South Africa

4. Department of Development and Education in Early Childhood, Thurgau University of Teacher Education, Kreuzlingen, Switzerland

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09669760.2021.1983775

Reference57 articles.

1. The theory of planned behavior

2. Creating a Climate of Self-Awareness in Early Childhood Teacher Preparation Programs

3. Changing Peer Perceptions and Victimization through Classroom Arrangements: A Field Experiment

4. Truly included? A literature study focusing on the social dimension of inclusion in education

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1. Feasible Peer-Mediated Intervention for Autistic Children Using Minimal Speech: A Qualitative Intervention Development Process;American Journal of Speech-Language Pathology;2024-05

2. Development and validation of the Chinese Kindergarten Quality Rating Scale (CKQRS): A study based in Guangdong and Jiangsu provinces;Children and Youth Services Review;2024-04

3. A case study on peer relationships between children with and without autism spectrum disorder in a Chinese inclusive kindergarten;Global Studies of Childhood;2023-05-22

4. It Takes a Community: How Environmental Systems Construct (In)Competence in Autistic Peer Interactions;Language, Speech, and Hearing Services in Schools;2023-01-17

5. It Is Never Too Early: Social Participation of Early Childhood Education Students from the Perspective of Families, Teachers and Students;Education Sciences;2022-08-28

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