Parent perspectives on their toddlers' development: comparison of regular and inclusion childcare

Stahmer, Aubyn C.; Carter, Cynthia; Baker, Mary Holland; Miwa, Kari

doi:10.1080/0300443032000088267

Cited by 20 publications

(23 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In fact, all of children performed quite well on the standardized assessments and only developmentally appropriate increases in skills were seen. Previous research on parent perceptions of this program supports this idea as the parents from the CTS program reported positive development comparable with parents of children from a nearby regular childcare program, as well additional areas of growth in acceptance of differences and prosocial skills (Stahmer et al, 2003). Thus, results of this study suggest that an inclusion program, as a childcare option for all children, provides comparable if not better services and benefits than a community childcare program.…”

Section: Discussionsupporting

confidence: 78%

See 1 more Smart Citation

An empirical examination of toddler development in inclusive childcare

Stahmer¹,

Carter²

2005

Early Child Development and Care

Self Cite

View full text Add to dashboard Cite

An increasing number of families are enrolling their children in out-of-home early childcare services. In addition, a growing number of community childcare programs are including children with developmental disabilities. While some studies have explored the effects of inclusion for preschool children with disabilities, there is little knowledge about the effects of inclusion for typically developing toddlers enrolled in such programs. We recently published a study examining parent perceptions of the benefits and limitations of their child's toddler program (inclusion or typical), which found that parents were satisfied with and saw many benefits to inclusion. In the current study, we expand on that research by examining the social, behavioral, communication and cognitive development of toddlers enrolled in the same inclusion program. Scores on standardized assessments were compared with norms for those assessments, and outcomes indicate excellent gains in cognitive and language development and no detrimental behavioral effects of inclusion.

show abstract

Section: Discussionsupporting

confidence: 78%

“…We recently conducted a study examining toddler programs from the parents' perspective (Stahmer et al, 2003). Parents of typically developing children enrolled in an inclusive childcare program were compared with age-matched typically developing children enrolled in a typical community childcare program.…”

Section: Introductionmentioning

confidence: 99%

An empirical examination of toddler development in inclusive childcare

Stahmer¹,

Carter²

2005

Early Child Development and Care

Self Cite

View full text Add to dashboard Cite

show abstract

“…From a policy perspective, examining the role of outdoor play in preschool is especially important given the large number of children in preschools (Hernandez & Myers, 1993;Stahmer et al, 2003). Furthermore, there is an increased stress on academics during the preschool period (Elkind, 1981(Elkind, , 1988(Elkind, , 1993Hyson et al, 1990;Hirsch-Pasek, 1991).…”

Section: Introductionmentioning

confidence: 95%

The effects of different recess timing regimens on preschoolers' classroom attention

Holmes

Pellegrini

Schmidt

2006

Early Child Development and Care

View full text Add to dashboard Cite

This study examined the effects of different recess timing regimens on preschoolers' classroom attention. Using cognitive immaturity theory, we predicted that attention to a classroom task would be greater after a recess break. We also examined the extent to which different recess timing regimens related to post-recess attention. Participants were 27 European American children (18 girls and nine boys; mean = 55.56 months, standard deviation = 4.01) from a northeastern US preschool. Observations were made in the classroom before and after recess and outdoors on the playground during recess. Findings revealed that post-recess attention was greater following sustained outdoor play periods. Gender differences emerged. Girls were more attentive to classroom tasks than boys were. Our findings support and parallel empirical findings with primary school children on the role of recess in children's cognitive performance. It seems reasonable that outdoor recess breaks rejuvenate young children and help them attend to classroom tasks.

show abstract

“…Strain and Cordisco (1994) reported that children developing typically in inclusive settings displayed both improved social skills as well as fewer disruptive behaviors. Last, toddlers who are typically developing involved in an inclusive program with toddlers with autism were found to have increased prosocial skills and independent skills compared to matched aged toddlers in a noninclusive child care program per parent report (Stahmer, Carter, Baker, & Miwa, 2003). Toddlers from this same study were also found to have increased their abilities in a range of areas of functioning based on standardized assessments (Stahmer & Carter, 2005).…”

mentioning

confidence: 94%

Impact of Trainings on Child Care Providers' Attitudes and Perceived Competence Toward Inclusion

Baker-Ericzén

Mueggenborg

Shea

2009

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

This study examined a comprehensive modularized inclusion training program provided to 1,298 diverse early child care providers (center-based, family home, and license exempt settings) on providers' attitudes and perceived competence toward inclusion. Second, factors (number of trainings attended and provider characteristics) associated with positive changes were examined. All of the providers significantly changed their attitudes and perceived competence toward inclusion with substantial effect sizes; however, providers attending three or more sessions demonstrated more change compared to others. Examination of provider characteristics on outcomes revealed a race-ethnicity main effect in which Asian and Pacific Islander providers changed their attitudes toward inclusion more than other providers. The positive results of this study suggest that a modularized provider training approach may offer an avenue for improving inclusive child care as previous research revealed strong relationships between staff educational experiences and quality of care in inclusive child care settings.

show abstract

Parent perspectives on their toddlers' development: comparison of regular and inclusion childcare

Cited by 20 publications

References 15 publications

An empirical examination of toddler development in inclusive childcare

An empirical examination of toddler development in inclusive childcare

The effects of different recess timing regimens on preschoolers' classroom attention

Impact of Trainings on Child Care Providers' Attitudes and Perceived Competence Toward Inclusion

Contact Info

Product

Resources

About