Assessing the Effectiveness of Developmentally Appropriate Play-Based Early Education. Final Report.Report as inadecuate




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This final report discusses the outcomes of a federally funded study of nine toddlers and preschoolers (ages 29-63 months) with a variety of disabilities. The project investigated the effectiveness of embedding systematic instruction within inclusive, developmentally appropriate practice (DAP), play-based environments to teach young children with disabilities specific skills, and the effects of such environments on the development and learning of young children with disabilities. The results of the study indicate that the children learned the skills targeted for intervention and proved the effectiveness of teaching by embedding systematic skill instruction within the ongoing activities of an early childhood program that used DAP as the curriculum framework. In addition, the study showed that the skills taught with the naturalistic teaching procedures generalized to another setting and another person. Assessment portfolios used in the study as an alternative to more traditional methods of assessing the development progress of the children were found to be an effective, non-intrusive way of monitoring the children's progress. Appendices include information about the study participants, play-based setting validation data, and procedures for evaluating fluid play behavior, indoor and outdoor play behavior, art products, and block constructions. (Contains 33 references.) (CR)

Descriptors: Developmentally Appropriate Practices, Disabilities, Educational Strategies, Environmental Influences, Generalization, Inclusive Schools, Intervention, Mainstreaming, Play, Portfolio Assessment, Preschool Children, Preschool Education, Program Effectiveness, Skill Development, Student Evaluation, Toddlers











Author: Fox, Lise; Hanline, Mary Frances

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=11752&id=ED408813



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