دورية أكاديمية
Children's Play Behaviour, Cognitive Skills and Vocabulary in Integrated Early Childhood Special Education Groups
| العنوان: | Children's Play Behaviour, Cognitive Skills and Vocabulary in Integrated Early Childhood Special Education Groups |
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| اللغة: | English |
| المؤلفون: | Kesäläinen, Jonna (ORCID |
| المصدر: | International Journal of Inclusive Education. 2022 26(3):284-300. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journalsTest |
| تمت مراجعته من قبل الزملاء: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2022 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| الواصفات: | Preschool Children, Child Behavior, Play, Thinking Skills, Vocabulary Development, Early Childhood Education, Special Education, Special Needs Students, Cognitive Development, Intelligence Tests, Young Children, Learning Processes, Kindergarten, Severe Disabilities, Language Impairments, Interpersonal Competence |
| معرفات التقييم و الدراسة: | Wechsler Preschool and Primary Scale of Intelligence |
| DOI: | 10.1080/13603116.2019.1651410 |
| تدمد: | 1360-3116 |
| مستخلص: | The aim of this research was to study how children's play behaviour was related to their cognitive skills and vocabulary development in integrated early childhood special education (ECSE) groups. The longitudinal study is part of the LASSO research project, which concerns children's stress regulation, learning and quality of early childhood education, including special education. Children with and without special needs should be supported according to their diversity of individual needs as equal members of a learning community. The study aimed to discover how this was realised by assessing children's various learning paths. The data were collected between 2012 and 2015 and involved 289 children, including 121 with special educational needs (SEN). The children's cognitive skills and vocabulary were measured with standardised psychological tools: the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) and the Developmental Neuropsychological Assessment (NEPSY). Play behaviour was evaluated with the Preschool Play Behaviour Scale (PPBS). In this study, we hypothesised that progress in children's social play boosts cognitive functions and duly boosts learning. The results indicated that all skills improved for all of the children during the research period, although there were differences in results between children's status groups. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| رقم الانضمام: | EJ1333260 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1360-3116 |
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| DOI: | 10.1080/13603116.2019.1651410 |