An empirical examination of toddler development in inclusive childcare

Aubyn Stahmer, Cynthia Carter

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)321-333
Number of pages13
JournalEarly Child Development and Care
Volume175
Issue number4
DOIs
StatePublished - Dec 1 2005
Externally publishedYes

Fingerprint

Disabled Children
Developmental Disabilities
Language Development
Preschool Children
Parents
Communication
Outcome Assessment (Health Care)
Research

Keywords

  • Inclusion
  • Standardized assessment
  • Toddler development

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology
  • Pediatrics

Cite this

An empirical examination of toddler development in inclusive childcare. / Stahmer, Aubyn; Carter, Cynthia.

In: Early Child Development and Care, Vol. 175, No. 4, 01.12.2005, p. 321-333.

Research output: Contribution to journalArticle

@article{dfb2943b257147c2a4601d761d62c431,
title = "An empirical examination of toddler development in inclusive childcare",
abstract = "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.",
keywords = "Inclusion, Standardized assessment, Toddler development",
author = "Aubyn Stahmer and Cynthia Carter",
year = "2005",
month = "12",
day = "1",
doi = "10.1080/0300443042000266231",
language = "English (US)",
volume = "175",
pages = "321--333",
journal = "Early Child Development and Care",
issn = "0300-4430",
publisher = "Taylor and Francis Ltd.",
number = "4",

}

TY - JOUR

T1 - An empirical examination of toddler development in inclusive childcare

AU - Stahmer, Aubyn

AU - Carter, Cynthia

PY - 2005/12/1

Y1 - 2005/12/1

N2 - 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.

AB - 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.

KW - Inclusion

KW - Standardized assessment

KW - Toddler development

UR - http://www.scopus.com/inward/record.url?scp=34548252212&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=34548252212&partnerID=8YFLogxK

U2 - 10.1080/0300443042000266231

DO - 10.1080/0300443042000266231

M3 - Article

AN - SCOPUS:34548252212

VL - 175

SP - 321

EP - 333

JO - Early Child Development and Care

JF - Early Child Development and Care

SN - 0300-4430

IS - 4

ER -