A Conceptual Model for a Blended Intervention Approach to Support Early Language and Social-Emotional Development in Toddler Classrooms

Autor/inn/en	Cunningham, Jennifer E.; Chow, Jason C.; Meeker, Kathleen Artman; Taylor, Abby; Hemmeter, Mary Louise; Kaiser, Ann P.
Titel	A Conceptual Model for a Blended Intervention Approach to Support Early Language and Social-Emotional Development in Toddler Classrooms
Quelle	In: Infants and Young Children, 36 (2023) 1, S.53-73 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
Schlagwörter	Toddlers; Social Emotional Learning; Intervention; Educational Theories; Evidence Based Practice; Child Behavior; Language Acquisition; Correlation; Faculty Development; Preschool Children + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Educational theory; Theory of education; Bildungstheorie; Sprachaneignung; Spracherwerb; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	The purpose of this article is to present a theory-driven blended intervention model that integrates evidence-based interventions to support language and social development of young children. We (1) provide an overview of practices that are designed to support language and social-emotional development, (2) present a theory of change model that outlines the theoretical basis for our proposed approach, and (3) provide an example of the conceptual model via the blending of Tier 1 interventions that provide class-wide language and behavioral support for young children. We conclude by arguing for the parsimony that a proactive synergy between social and language interventions blended into a single professional development approach will provide. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01