Positive and multifaceted perceptions of Israeli kindergarten teachers contribute to developmental gains of children with developmental delay-Reference-Cited by-同舟云学术

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Positive and multifaceted perceptions of Israeli kindergarten teachers contribute to developmental gains of children with developmental delay

Published:2024-04-21 Issue:5-6 Volume:194 Page:769-782
ISSN:0300-4430
Container-title:Early Child Development and Care
language:en
Short-container-title:Early Child Development and Care

Author:

Sher-Censor Efrat¹^ORCID,Dolev Smadar²^ORCID,Shalem Gan-Or Michal³,Zach Esther³

Affiliation:

1. School of Psychological Sciences and the Center for the Study of Child Development, The University of Haifa, Haifa, Israel

2. Early Childhood Department, Oranim College of Education, Tivon, Israel

3. School of Psychological Sciences, The University of Haifa, Haifa, Israel

Funder

Oranim College of Education

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/03004430.2024.2341732

Reference47 articles.

1. Methods for Improving Regression Analysis for Skewed Continuous or Counted Responses

2. Diagnostic and Statistical Manual of Mental Disorders

3. Armstrong, J. M., & Goldstein, L. H. (2003). Manual for the MacArthur health and behavior questionnaire (HBQ 1.0). Pittsburgh, PA: MacArthur Foundation Research Network on Psychopathology and Development, University of Pittsburgh.

4. Socio-emotional regulation in children with intellectual disability and typically developing children, and teachers’ perceptions of their social adjustment

5. Family influences on social and play outcomes among children with ASD during middle childhood

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