Early Child Contingency Learning and Detection: Research Evidence and Implications for Practice

Autor/inn/en	Dunst, Carl J.; Trivette, Carol M.; Raab, Melinda; Masiello, Tracy L.
Titel	Early Child Contingency Learning and Detection: Research Evidence and Implications for Practice
Quelle	In: Exceptionality, 16 (2008) 1, S.4-17 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
Schlagwörter	Educational Strategies; Caregivers; Young Children; Child Behavior; Developmental Disabilities; Infants; Early Intervention + Suchen Sie Ihr Suchwort? Lehrstrategie; Caregiver; Carer; Betreuungsperson; Pfleger; Frühe Kindheit; Entwicklungsstörung; Infant; Toddler; Toddlers; Kleinkind
Abstract	The types of contingency experiences infants and young children are typically exposed to are examined with a focus on the implications for early childhood intervention with young children who have developmental disabilities and delays. Studies of response-contingent child learning, the manner in which contingencies are not under direct child control, and child/caregiver reciprocal contingencies, are reviewed in terms of how they influence child learning and development. Results indicate that the different types of contingencies all positively influence child behavior. Implications for practice are described in terms of contingency-rich everyday child learning activities, child response-contingent learning in the context of those activities, and caregiver contingent responsiveness as an instructional strategy for supporting child contingency learning. (Contains 1 figure.) (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10