Patterns of Engagement in Young Children with and without Developmental Delay

Autor/in	Almqvist, Lena
Titel	Patterns of Engagement in Young Children with and without Developmental Delay
Quelle	In: Journal of Policy and Practice in Intellectual Disabilities, 3 (2006) 1, S.65-75 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1122
DOI	10.1111/j.1741-1130.2006.00054.x
Schlagwörter	Interaction; Multivariate Analysis; Developmental Delays; Student Participation; Well Being; Child Health; Comparative Analysis; Preschool Children; Toddlers; Questionnaires; Interpersonal Relationship; Environmental Influences; Predictor Variables + Suchen Sie Ihr Suchwort? Interaktion; Multivariate Analyse; Entwicklungsverzögerung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Well-being; Wellness; Wohlbefinden; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Infant; Infants; Toddler; Kleinkind; Fragebogen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Environmental influence; Umwelteinfluss; Prädiktor
Abstract	The purpose of this study was to identify patterns of process characteristics capturing the essence of children's experiences in their natural environment and their possible association with health and well-being operationalized as engagement for young children with and without developmental delay. Data were gathered from 1035 children between 1 and 3 years in community-based preschools. Teachers and parents responded to questionnaires concerning interaction, activity, and engagement, as well as demographic and biopsychosocial information. A cluster analysis was conducted to find homogenous patterns related to engagement. Five distinct patterns were identified, all related to different levels of engagement. Several factors, within both the child and the environment, were associated with high levels of engagement. Interaction skills and availability of activities appear to be strong predictors of high-level engagement, regardless whether or not the child has been identified as developmentally delayed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10