Young Exceptional Children最新文献

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From Article to Action: Supporting Peer-Mediated Interventions (PMI) 从文章到行动:支持同行调解干预(PMI)
Young Exceptional Children Pub Date : 2021-06-01 DOI: 10.1177/10962506211006956
Gillian Lake
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引用次数: 0
Message From the Executive Board 执董会致辞
Young Exceptional Children Pub Date : 2021-06-01 DOI: 10.1177/10962506211006955
Jenna M. Weglarz-Ward
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引用次数: 0
Responding to Difference: Enacting Inclusive Early Childhood Education Through the Social-Relations Approach 应对差异:通过社会关系方法实施全纳幼儿教育
Young Exceptional Children Pub Date : 2021-05-12 DOI: 10.1177/10962506211010719
Chelsea W. Morgan, Karina Du, Amber Friesen
{"title":"Responding to Difference: Enacting Inclusive Early Childhood Education Through the Social-Relations Approach","authors":"Chelsea W. Morgan, Karina Du, Amber Friesen","doi":"10.1177/10962506211010719","DOIUrl":"https://doi.org/10.1177/10962506211010719","url":null,"abstract":"170 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 3, September 2021 https://doi.org/10.1177/10962506211010719 DOI: 10.1177/10962506211010719 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Mr. Kyle is an inclusive preschool teacher at a public elementary school located within an urban community. He serves children and families who are workingand middle-class; represent various races and ethnicities, including Black, White, and Latino; communicate through a constellation of languages, such as African American Vernacular English, Spanish, English, and American Sign Language; as well as demonstrate a range of abilities across all developmental domains. During a recent anti-bias in-service training, the facilitator asked early educators to reflect on how they can honor all forms of difference that children bring to their classrooms. The facilitator emphasized that early educators can support children’s identities, social justice, and activism by intentionally creating opportunities for children to meaningfully engage in positive interactions with others as they learn about difference. Mr. Kyle and his colleagues discussed how they value the diverse constellation of children within their classrooms and indicated that they often prioritize content knowledge, such as literacy and math concepts, but less frequently consider social aspects of learning, such as learning about and from each other’s differences. Mr. Kyle thought, “Each 1010719 YECXXX10.1177/10962506211010719Young Exceptional ChildrenSocial-Relations Framework / Morgan et al. research-article2021","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"24 1","pages":"170 - 186"},"PeriodicalIF":0.0,"publicationDate":"2021-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10962506211010719","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49060559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Translanguaging in Inclusive Classrooms: Learning With Children and Families 包容性课堂中的跨语言:与儿童和家庭一起学习
Young Exceptional Children Pub Date : 2021-04-22 DOI: 10.1177/10962506211002536
Lindsay Beatty, Serra Acar, Gregory A. Cheatham
{"title":"Translanguaging in Inclusive Classrooms: Learning With Children and Families","authors":"Lindsay Beatty, Serra Acar, Gregory A. Cheatham","doi":"10.1177/10962506211002536","DOIUrl":"https://doi.org/10.1177/10962506211002536","url":null,"abstract":"154 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 3, September 2021 https://doi.org/10.1177/10962506211002536 DOI: 10.1177/10962506211002536 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Ms. Corinne is a preschool teacher with licensure in early childhood education at Hillside Elementary, a public school with an inclusive, universal preschool program enrolling children aged 4 to 5 years old. The school’s main office distributed forms about language use that families can complete at the beginning of the school year. As children returned the completed forms, Ms. Corinne carefully read the information and scheduled a meeting with the family of Daniel, a 4-year-old in her class with a multilingual background. Ms. Corinne wanted to learn more about Daniel’s linguistic repertoire and his family’s priorities for his language use. Daniel’s mother, Vanessa, and Daniel’s grandmother, Roseline, primarily speak to Daniel in Haitian Creole; his father, Manuel, speaks to him in Spanish; and Daniel is also exposed to English regularly through television and interactions within his community. Daniel’s multilingual household exposes him to Haitian Creole, Spanish, Haitian French, and English. Daniel’s caregivers fluidly share their full linguistic repertoire with him, drawing from four language systems to communicate with him, each other, and others. Vanessa receives the language use form that was sent home with Daniel after his first day of preschool. Vanessa fills out the form and returns it to the school. She is 1002536 YECXXX10.1177/10962506211002536YOUNG EXCEPTIONAL CHILDRENShort Title / Beatty et al. research-article2021","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"24 1","pages":"154 - 169"},"PeriodicalIF":0.0,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10962506211002536","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44595155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 6
Utilizing Quick Response Codes to Extend Instruction in Early Childhood Contexts 利用快速响应码扩展幼儿环境中的教学
Young Exceptional Children Pub Date : 2021-04-22 DOI: 10.1177/10962506211006077
Conrad Oh-Young
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引用次数: 1
Collaborative Strategies for Supporting the Well-Being of Fathers of Young Children With Complex Disabilities 支持有复杂残疾幼儿父亲幸福的合作战略
Young Exceptional Children Pub Date : 2021-04-22 DOI: 10.1177/10962506211006060
Nadya Pancsofar, Jerry G. Petroff, Joshuah Carlani
{"title":"Collaborative Strategies for Supporting the Well-Being of Fathers of Young Children With Complex Disabilities","authors":"Nadya Pancsofar, Jerry G. Petroff, Joshuah Carlani","doi":"10.1177/10962506211006060","DOIUrl":"https://doi.org/10.1177/10962506211006060","url":null,"abstract":"184 YOUNG EXCEPTIONAL CHILDREN Vol. 25, No. 4, December 2022 https://doi.org/10.1177/10962506211006060 DOI: 10.1177/10962506211006060 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2021 Division for Early Childhood Shortly after the birth of his second daughter, Mr. Malone learned that she had CHARGE syndrome, a genetic condition often associated with deafblindness. During the first years of Caroline’s life, she had multiple surgeries to address a range of medical issues, including being born with one kidney, cardiac abnormalities, and difficulties breathing and swallowing. Caroline is deafblind and delayed across multiple domains, including language, cognitive, and motor development. She has received early intervention services in her home since birth. When she soon turns 3 years old, she will begin attending preschool, possibly at a School of the Deaf. Mr. Malone works full time in the building and construction industry with rotating shifts. His wife had worked as an office manager prior to Caroline’s birth, but now stays at home to provide full-time care to Caroline and her older sister, Gretchen. The early intervention primary service provider, Mrs. Odom, working with Caroline told Mr. Malone’s wife that he should be taking American Sign Language (ASL) classes, so that he can communicate with Caroline and support her language development. Mr. Malone would do anything for his daughters, but when will he find 1006060 YECXXX10.1177/10962506211006060Young Exceptional ChildrenSupporting Fathers / Pancsofar et al. research-article2021","PeriodicalId":39385,"journal":{"name":"Young Exceptional Children","volume":"25 1","pages":"184 - 194"},"PeriodicalIF":0.0,"publicationDate":"2021-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10962506211006060","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42780708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
From Article to Action: Responding to Young Children’s Social–Emotional Needs Through Video Modeling 从文章到行动:通过视频建模回应幼儿的社会情感需求
Young Exceptional Children Pub Date : 2021-03-01 DOI: 10.1177/1096250620978011
Jennifer M. Amilivia
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引用次数: 0
Message from the DEC Executive Board DEC执行委员会的致辞
Young Exceptional Children Pub Date : 2021-03-01 DOI: 10.1177/1096250620982821
M. Vinh
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引用次数: 0
IFSP Child and Family Outcomes: Creating Clarity With a Team-Based Approach IFSP儿童和家庭成果:以团队为基础的方法创造清晰度
Young Exceptional Children Pub Date : 2020-12-10 DOI: 10.1177/1096250620972716
Stephanie N. DeSpain, Laura R. Hedin
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引用次数: 2
Message from the DEC Executive Board DEC执行委员会的致辞
Young Exceptional Children Pub Date : 2020-12-01 DOI: 10.1177/1096250620956559
Cori Hill
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引用次数: 0
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