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Effects of Inclusive Prekindergarten Programs on Developmental Skills of Typically Developing Children.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Effects of Inclusive Prekindergarten Programs on Developmental Skills of Typically Developing Children./
作者:	Duhart, Danita C.
面頁冊數:	1 online resource (164 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-08, Section: B.
Contained By:	Dissertations Abstracts International85-08B.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798381713138

Effects of Inclusive Prekindergarten Programs on Developmental Skills of Typically Developing Children.
Duhart, Danita C.

Effects of Inclusive Prekindergarten Programs on Developmental Skills of Typically Developing Children. - 1 online resource (164 pages)

Source: Dissertations Abstracts International, Volume: 85-08, Section: B.

Thesis (Ph.D.)--Walden University, 2024.

Includes bibliographical references

The Individuals with Disabilities Education Act of 2004 set forth guidelines for inclusionary practices to ensure that students with disabilities were educated with their nondisabled peers. In early childhood education, there was a paucity of information that addressed, in quantifiable terms, the effect of inclusion on the developmental skills of typically developing children. The purpose of this quantitative, quasi-experimental, nonequivalent study was to examine to what extent the prekindergarten program delivery setting, inclusion versus noninclusion, effects the developmental domains of typically developing children. The theoretical framework was based on Arnold Gesell's maturational theory of development. The developmental domains for typically developing children were measured using the Developmental Profile 4 Teacher Checklist. Data were collected through a nonprobability, purposive sampling method obtaining 136 subjects, evenly distributed into inclusion and noninclusion groupings. A one way MANOVA was conducted to examine to what extent the prekindergarten program delivery setting effects the developmental domains of typically developing children. Results of the MANOVA yielded a statistically significant result (p = .041). The subsequent follow up ANOVA yielded a result of no statistically significant differences in the group means. These results extended knowledge of the effects of inclusive prekindergarten programming on the developmental skills of typically developing children. The social benefit of this knowledge reaffirms the policy of inclusionary practices and shows the ability for children to develop in meaningful ways alongside their peers and to thrive together leading to better lives for all children.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381713138Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

Developmental domainsIndex Terms--Genre/Form:

554714
Electronic books.

Effects of Inclusive Prekindergarten Programs on Developmental Skills of Typically Developing Children.
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