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Dunst CJ, Bruder MB, Trivette CM, et al. Young children's natural learning environments: contrasting approaches to early childhood intervention indicate differential learning opportunities. Psychol Rep. 2005;96(1):231-4doi: 10.2466/pr0.96.1.231-234.
Dunst, C. J., Bruder, M. B., Trivette, C. M., & Hamby, D. W. (2005). Young children's natural learning environments: contrasting approaches to early childhood intervention indicate differential learning opportunities. Psychological reports, 96(1), 231-4. https://doi.org/10.2466/pr0.96.1.231-234
Dunst, Carl J, et al. "Young children's natural learning environments: contrasting approaches to early childhood intervention indicate differential learning opportunities." Psychological reports vol. 96,1 (2005): 231-4. doi: https://doi.org/10.2466/pr0.96.1.231-234
Dunst CJ, Bruder MB, Trivette CM, Hamby DW. Young children's natural learning environments: contrasting approaches to early childhood intervention indicate differential learning opportunities. Psychol Rep. 2005 Feb;96(1):231-4. doi: 10.2466/pr0.96.1.231-234. PMID: 15825934.
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Psychol Rep. 2005 Feb;96(1):231-4. doi: 10.2466/pr0.96.1.231-234.

Young children's natural learning environments: contrasting approaches to early childhood intervention indicate differential learning opportunities.

Psychological reports

Carl J Dunst, Mary Beth Bruder, Carol M Trivette, Deborah W Hamby

Affiliations

  1. Orelena Hawks Puckett Institute, Asheville, North Carolina 28806, USA. [email protected]

PMID: 15825934 DOI: 10.2466/pr0.96.1.231-234

Abstract

1,000 parents of infants and toddlers enrolled in early childhood intervention programs were surveyed about the number of learning opportunities provided their preschool children using different approaches to early intervention. Findings showed that more learning opportunities were reported when participation in everyday activity settings was conceptualized as a type of intervention rather than as settings for professionals to conduct their interventions.

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