dEjournals Nyitóoldal
Különleges Bánásmód - Interdiszciplináris folyóirat
Aktuális Archívum
Regisztráció Bejelentkezés
thumbnail

Évf. 9 szám 3 (2023)
Módszertani tanulmányok

A SAJÁTOS NEVELÉSI IGÉNYŰ GYERMEKEK REGGIO EMILIA JELLEGŰ MEGKÖZELÍTÉSE

Megjelent:
September 30, 2023
DOI Linkhttps://doi.org/10.18458/KB.2023.3.149
Szerzők
Rusli Nor Amalina Binti,
Varga Nagy Anikó
Megtekintés
en
Kulcsszavak
Reggio Emilia megközelítés speciális igények gyerekek fejlődés elméletek
Licenc

Copyright (c) 2023 Nor Amalina Binti Rusli, Dr. Varga Nagy Anikó

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How To Cite
Kiválasztott formátum: APA
Rusli, N. A. B., & Varga Nagy, A. (2023). A SAJÁTOS NEVELÉSI IGÉNYŰ GYERMEKEK REGGIO EMILIA JELLEGŰ MEGKÖZELÍTÉSE . Különleges Bánásmód - Interdiszciplináris folyóirat, 9(3), 149-168. https://doi.org/10.18458/KB.2023.3.149
Absztrakt

A tanulmány célja annak feltárása, hogy milyen módon foglalkozik a “Reggio Emilia” a sajátos nevelési igényű gyermekekkel. A tanulmány a Reggio Emilia megközelítésben alkalmazott kutatók (például Vygotsky, Gardner, Piaget, Bronfenbrenner, Bruner és Dewey) elméleteit tárgyalja. A Reggio Emilia megközelítés segíthet a sajátos igényű gyermekek tanulási képességeinek optimalizálásában, megkönnyíti a tapasztalatokon keresztül történő tanulást és lehetőséget, bátorságot ad nekik, hogy kipróbáljanak valami újat. A cikk célja annak vizsgálata, hogy a Reggio Emilia megközelítés milyen mértékben segítheti a sajátos nevelési igényű gyermekek kreativitásának fejlődését, valamint, hogy bemutassa a sajátos nevelési igényű gyermekek korai nevelése során alkalmazható Reggio Emilia nevelési formákat.

Hivatkozások
  1. Ababneh, S. (2021). Jordanian EFL Students’ Ty-pes of Intelligence in Learning English. Journal of Education and E-Learning Research, 8(3), 360–366. DOI 10.20448/journal.509.2021.83.360.366
  2. Aden, F., & Theodotou, E. (2019). Reggio Emilia and the arts approach: Two exceptional examples of multimodal learning in early years. Journal of Global Education and Research, 3(2), 158–167. DOI 10.5038/2577-509x.3.2.1050
  3. Allehyani, S. H. (2022). Equity, diversity, and inclusion: practitioners' perspectives toward reforming early childhood curriculum in Saudi Arabia. International Journal of Special Education,37(3). 15448-15480.
  4. Almousa, M., & Hejazi, M. T. (2022). Toward learning organizations and organizational growth: perspectives on experiential learning and organizational learning. Journal of Positive School Psychology 6. (5). 5212–5229.
  5. Alnahdi, Ghaleb. (2014). Assistive technology in special education and the universal design for learning. Turkish Online Journal of Educational Technology. 18-23.
  6. Antony, E. M. (2022). Framing childhood resilience through Bronfenbrenner’s ecological systems theory: a discussion paper. Cambridge Educational Research e-Journal, 9, 244-257. DOI 10.17863/CAM.90564
  7. Arntzen, M. E. (2018) Project-based learning instructional design and the benefits it brings to modern classrooms specifically in special education. All Electronic Theses and Dissertations. Bethlen University.
  8. Asy’ari, S. M., & Rachmawati, Y. (2022). Discovering the properties of light through the ray of light learning in the Reggio Emilia approach in early childhood education. In 6th International Conference Of Early Childhood Education (Icece-6 2021) 67-73. Atlantis Press. DOI 10.2991/Assehr.K.220602.015
  9. Bailey, E. R., Matz, S. C., Youyou, W., & Iyengar, S. S. (2020). Authentic self-expression on social media is associated with greater subjective well-being. Nature Communications, 11(1), 1-9. DOI 10.1038/S41467-020-18539-W
  10. Balli, D. (2016). Importance of parental involvement to meet the special needs of their children with disabilities in regular schools. Academic Journal of Interdisciplinary Studies, 5. (1). 147-152. DOI 10.5901/Ajis.2016.V5n1p147
  11. Bellieni, C. V. (2022). The models of mental growth. A New Holistic-Evolutive Approach to Pediatric Palliative Care, 49–54. DOI 10.1007/978-3-030-96256-2_7
  12. Bick, J., Lipschutz, R., Tabachnick, A., Biekman, B., Katz, D., Simons, R., & Dozier, M. (2022). Timing of adoption is associated with electro-physiological brain activity and externalizing problems among children adopted internationally. Developmental Psychobiology, 64(4), DOI 10.1002/Dev.22249
  13. Binaghi, G., & Guida, M. (2021). Psychoeducational strategies in school context to support students with specific learning disorders in a sample of children aged 6 to 16. In Y. Kats & F. Stasolla (Eds.), Education and technology support for children and young adults with ASD and learning disabilities (pp. 51–72). DOI 10.4018/978-1-7998-7053-1.ch004
  14. Bingham, G. E., Gerde, H. K., Pikus, A. E., Rohloff, R., Quinn, M. F., Bowles, R. P., & Zhang, X. Y. (2022). Examining teachers’ early writing knowledge and practices. Reading and Writing. 35, 2201–2227. DOI 10.1007/s11145-022-10299-x
  15. Bjork-Willén, P. (2022). Preschool children’s pretend play is viewed from a & Vygotskyan and a Piagetian perspective. In: Veraksa, N., Pramling Samuelsson, I. (Eds) Piaget and Vygotsky in XXI Century. Early Childhood Research And Education: An Inter-Theoretical Focus, 4. DOI 10.1007/978-3-031-05747-2_7
  16. Boonk, L., Gijselaers, H. J., Ritzen, H., & Brand-Gruwel, S. (2018). A review of the relationship between parental involvement indicators and academic achievement. Educational Research Review,24. 10-30. DOI 10.1016/J.Edurev.2018.02.001
  17. Bronfenbrenner, U. (1974). Developmental research, public policy, and the ecology of childhood. Child Development, 45 (1), 1-5.
  18. Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. Ameri-can Psychologist, 32 (7), 513.
  19. Burke, S. E., Sanson, A. V., & Van Hoorn, J. (2018). The psychological effects of climate change on children Current Psychiatry reports, 20(5), 1-8. DOI 10.1007/s11920-018-0896-9
  20. Bruce, B.C., Bloch, N. (2012). Learning by doing. in: seel, n.m. (eds) Encyclopedia of the sciences of learning. Springer, Boston,. Ma. DOI 10.1007/978-1-4419-1428-6_544
  21. Cade, J., Wardle, F., & Otter, J. (2022). Toddler and preschool teachers’ beliefs and perceptions about the use of developmentally appropriate practice. Cogent Education, 9(1), 2018908. DOI 10.1080/2331186x.2021.2018908
  22. Cameron, K., & Boyles, D. (2022). Learning and teaching in a neoliberal era: the tensions of engaging in froebelian-informed pedagogy while encountering quality standards. Global Education Review, 9(2), 99-117.
  23. Cappelli, G., Vasta, M. A (2021). The silent revolution: school reforms and Italy’s educational gender gap in the liberal age (1861–1921). Cliometrica 15, 203–229. DOI 10.1007/S11698-020-00201-6
  24. Cevik, M., & Uredi, F. (2016). Effects of the project-based learning on academic achievement and attitude of students with mild intellectual disability in life science course. International Journal Of Learning And Teaching. 8(2), 90-99. DOI 10.18844/Ijlt.V8i2.754
  25. Chawla, L. (2015). Benefits of nature contact for children. Journal of Planning Literature, 30(4), 433-452. DOI 10.1177/0885412215595441
  26. Chuang, S. S., Glozman, J., Green, D. S., & Rasmi, S. (2018). Parenting and family relationships in Chinese families: a critical ecological approach. Journal of Family Theory & Review, 10(2), 367-383. DOI 10.1111/Jftr.12257
  27. Cook, W. S. (2021). The intelligence concept and racial classification as sociological products of Western education. Sociology Compass,15(12). DOI 10.1111/Soc4.12941
  28. Cowie, H. (2019). From birth to sixteen: children’s health, social, emotional and linguistic development. Routledge.
  29. Crawford, M. (2020). ecological systems theory: exploring the development of the theoretical framework as conceived by Bronfenbrenner. J Pub Health Issue Pract, 4(2), 170. DOI 10.33790/Jphip1100170
  30. Dankwa, K. D. (2020). Deciphering the myth about non-compliance and its impact on cyber security and safety. Modern Theories And Practices For Cyber Ethics And Security Compliance (pp. 59-72). IGI Global.
  31. Daly-Smith, A. J., Zwolinsky, S., Mckenna, J., Tomporowski, P. D., Defeater, M. A., & Manley, A. (2018). Systematic review of acute physically active learning and classroom movement breaks on children's physical activity, cognition, academic performance, and classroom behavior: understanding critical design features. Bmj Open Sport & Exercise Medicine, 4(1). DOI 10.1136/Bmjsem-2018-000341
  32. Debele, A.F. (2015). The study of the physical environment of the primary schools to implement inclusive education: the case of Addis Ababa, Ethiopia. International Journal of Sciences: Basic and Applied.Research.24, 54-67.
  33. Dewey, J. (1938). Experience and Education. New York: Macmillan Company.
  34. Domingo, J. G. (2021). Cognitive skills achievement in mathematics of the elementary pre-service teachers using Piaget’s seven logical operations. Turkish Journal of Computer and Mathematics Education (Turcomat).12(4),435-440. DOI10 17762/Turcomat.V12i4.524
  35. Edwards, C. P., Lella, G., & Forman, G. E. (2012). The hundred languages of children: the Reggio Emilia experience in transformation. Praeger, Cop.
  36. Egilson, Snaefridur & Jakobsdóttir, Gunnhildur & Ólafsson, Kjartan & Leosdottir, Thora. (2016). Community participation and environment of children with and without autism spectrum disorder: Parent Perspectives. Scandinavian Journal of Occupational Therapy. 24(3), 187-196 DOI 10.1080/11038128.2016.1198419
  37. Eldiva, F. T, & Azizah, N. (2019). Project-based learning in improving critical thinking skill of children with special needs. Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018), 296. 348-355. DOI 10.2991/Icsie-18.2019.6 4
  38. Elsayed, A. M. A., Abbas, R. E. S., & Abdou, M. S. A. (2021). Can an educational activity program based on Feuerstein's program and Gardner's theory increase excellence and creativity in math in Omani students? Fwu Journal Of Social Sciences, 15(3). 1. DOI 10.51709/19951272/Fall-2021/1
  39. Erlandsson, M., Gustavsson, C., & Karlsudd, P. I. (2021). An unclear task? the perspectives of Swedish preschool and special needs teachers on their role in assessing and documenting child development. disability, Cbr & Inclusive Development, 32(2), 30-50. DOI 10.47985/dcidj.457
  40. Escudero, J. C. (2022). The Influence of Educators, Followers of John Dewey’s Educational Thought, in the Chilean School System: Irma Salas, Amanda Labarca, and Darío Salas. Teachers College Record, 124(10), 134–154. DOI 10.1177/01614681221137148
  41. Eskay, M.E., & Oboegbulem, A.I. (2013). Designing appropriate curriculum for special education in an urban school in Nigeria: US-China Education Review A, 3 (4). 252-258.
  42. Estrada-Chichon, J. (2022). Parental involvement in EFL learning with preprimary children: shaping the features of video tutorials. DOI 10.4018/978-1-7998-8405-7.Ch022
  43. Fartoukh, M., Chanquoy, L., & Piolat, A. (2012). Effects of emotion on writing processes in children.Written.Communication,.29(4),391-411. DOI 10.1177/0741088312 458640
  44. Finesilver, C., Healy, L., Bauer, A. (2022). Supporting diverse approaches to meaningful ma-thematics: from obstacles to opportunities (50-75).In Xin, V.P., Tzur, R., Thouless, H. (eds) Enabling mathematics learning of struggling students. Research in Mathematics Education. Springer, Cham.
  45. Fishman, C. E., & Nickerson, A. B. (2015). Motivations for involvement: A preliminary investigation of parents of students with disabilities. Journal Of Child And Family Studies, 24(2), 523-535. DOI 10.1007/S10826-013-9865-4
  46. Feliu-Torruella, M., Fernández-Santín, M., & Atenas, J. (2021). Building relationships between museums and schools: Reggio Emilia as a bridge to educate children about heritage. Sustainability, 13(7), 3713. DOI 10.3390/Su13073713
  47. Frolli, A., Savarese, G., Di Carmine, F., Bosco, A., Saviano, E., Rega, A., Carotenuto, M. & Ricci, M. C. (2022). Children on the autism spectrum and the use of virtual reality for supporting social skills. Children (Basel), 9(2):181. DOI 10.3390/children9020181
  48. Gachari, R., Kinuthia, J. & Wambua, B. (2021). Parental engagement in school and educational programmes for immigrant learners. 1-16. DOI 10.4018/978-1-7998-4712-0.Ch011
  49. Gallagher-Immenschuh, C. K., & Broderick, M. (2021). Crystallizing moments: teacher-student interaction and engagement in online primary grades education. In Handbook of Research On Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning (Pp. 212-235). IGI Global.
  50. Gardner, H. (1983). Frames of Mind: a Theory of Multiple Intelligences. New York: Basic Books.
  51. Gulcicek, T, Tonga F. E., And Erden F. (2019). Examining Turkish early childhood education curriculum in terms of mainstream curriculum models. OMÜ Eğitim Fakültesi Dergisi, 77–106, DOI: 10.7822/omuefd.604939
  52. Gulleng, D. (2021). Reform the police and end the violence: what works between community policing and state police in north-central Nigeria.21. DOI 10.4018/978-1-7998-6884-2.Ch006
  53. Hajhashemi, K., Caltabiano, N., Anderson, N., & Tabibzadeh, S. A. (2018). Multiple intelligences, motivations and learning experiences regarding video-assisted subjects in a rural university. International Journal of Instruction, 11, 167-182. DOI 10.12973/Iji.2018.11112a
  54. Hanurawan, F. (2017). The role of psychology in special needs education. Journal of Icsar. DOI 10.17977/Um005v1i22017p180
  55. Heiskanen, N., Alasuutari, M., & Vehkakoski, T. (2019). Recording support measures in the sequential pedagogical documents of children with special education needs. Journal Of Early Intervention, 41(4), 321-339. DOI 10.1177/1053815119854997
  56. Hino, K., Shiraishi, Y., Hoshi, T. & Ikaga, T. (2012). Factors of children's participation in community activities and structural relationship to their health. Journal of Architecture and Planning (Transactions Of Aij). 77(679). 2119-2125. DOI 10.3130/Aija.77.2119
  57. Hong, S. B., Shaffer, L., & Han, J. (2017). Reggio Emilia inspired learning groups: relationships, communication, cognition, and play. Early Childhood Education Journal, 45(5), 629-639. DOI 10.1007/s10643-016-0811-0
  58. Hostyn, I., Mäkitalo, A. R., Hakari, S., & Vandenbussche, L. (2020). The professional actuation of pedagogical documentation in Belgian and Finnish early childhood education settings. Early Child Development And Care, 190(3), 400-413. DOI 10.1080/03004430.2018.1475368
  59. Iswari, M., Marlina, M., Nurhastuti, A, Murni, I & Armaini,.N. (2020). Friendly inclusive environment toward learning in inclusive education. Atlantis Press. 86-92. DOI 10.2991/Assehr.K.200217.018
  60. Jamaluddin, R., Sapak, M., Abd Kadir, S., Mohd H., Syahidatul K. & Kamis, A. (2021). The implementation of vocational skills in teaching and learning of people with disabilities in the community-based rehabilitation centre (cbrc): a review from ecological environments perspective. Universal Journal Of Educational Research. 9. 1877-1885. DOI 10.13189/Ujer.2021.091107
  61. Jo Rudy, L. (2022). What To Say Instead Of “Special Needs.” Verywell Family.
  62. Kautz, T., Heckman, J., Diris, R., Weel, B. & Borghans, L. (2014). Fostering and measuring skills: improving cognitive and non-cognitive skills too. promote lifetime. success. SSRN Electronic J. 1-18. DOI. 10.2139/ssrn.2543890
  63. Kenneth W., Adjei B., Asante, E.., Asare, A. & Ohemeng, A. (2021). Enhancing graduate employability skills: a case for e-learning environment in higher education delivery enhancing graduate employability skills: a case for e-learning environment in higher education delivery. European Academic Research. 9. 3209- 3229. DOI 10.1080/02602938.2021.1897086
  64. Kocer, H. (2012). The evaluation of the art activities applied in preschool education programs in terms of self-expression opportunity given to child. Procedia-Social And Behavioral Sciences, 51, 289-295. DOI 10.1016/J.Sbspro.2012.08.161
  65. Kung, H. Y., & Lee, C. Y. (2016). Multidimensionality of parental involvement and children's mathematics achievement in Taiwan: the mediating effect of math self-efficacy. Learning And Individual Differences, 47, 266-273. DOI 10.1016/J.Lindif.2016.02.004
  66. Lara, L., & Saracostti, M. (2019). Effect of parental involvement on children’s academic achievement in Chile. Psychology,10,1464. DOI 10.3389/Fpsyg.2 019.01464
  67. Lim, S., & Cho, M. H. (2019). Parents’ use of mobile documentation in a Reggio Emilia-in-spired school. Early Childhood Education Journal, 47(4), 367-379. DOI 10.1007/S10643-019-
  68. Lee, A. (2022). IDEA Disability Categories. https://www.understood.org/en/articles/conditions-covered-under-idea.
  69. Louick, R., & Muenks, K. (2022). Leveraging motivation theory for research and practice with students with learning disabilities. Theory into Practice, 61(1), 102-112. DOI 10.1080/00405841.2021.1932154
  70. Lopez, C, & Corcoran, T. (2014). Relationships with special needs students: exploring primary teachers' descriptions. International Journal of Inclusive Education. 18. DOI 10.1080/13603116.2014.897385
  71. Mailhot, C., & Lachapelle, M. D. (2022). Teaching management in the context of grand challenges: a pragmatist approach. Management Learning, DOI 10.1177/13505076221116991
  72. Mahmood, M. D., Raheem, B. R., & Nehal, R. (2022). Developing multiple intelligences through different learning styles: an integrated approach to learner-centered pedagogy. Journal La Edusci, 3(1), 13-17. DOI 10.37899/Journallaedusci.V3i1.634
  73. Malaguzzi, L. (1996). The Hundred Languages of Children: The Reggio Emilia approach to early childhood education. New Jersey: Ablex Publishing Corporation.
  74. Malchiodi, C. (2014). Breaking the silence: Art therapy with children from violent homes. Routledge.
  75. Mcnally, S. A., & Slutsky, R. (2017). Key elements of the reggio emilia approach and how they are interconnected to create the highly regarded system of early childhood education. Early Child Development And Care, 187(12), 1925-1937. DOI 10.1080/03004430.2016.1197920
  76. Mehrabian, A. (2017). Communication without words. Communication Theory (Pp. 193-200). Routledge.
  77. Mesquita, C. (2022). Substantiation of the invisible: pedagogical documentation as professional development support. European Early Childhood Education Research Journal, 30(2), 239-250. DOI 10.1080/1350293X.2022.2046835
  78. Mező, K (2022). Students with Learning Disabilities and the Learning Support Mechanism of Educators during the COVID-19 Pandemic. Hungarian Journal of Disability Studies & Special Education 2022/2 | Special Issue. 16-24. DOI 10.31287/FT.en.2022.2.3
  79. Mikati, M. (2019). An Italian fusion: a comparison between a Montessori and a Reggio-Emilia approach to early childhood education (Doctoral Dissertation, California State University, Northridge).
  80. Miller, V. (2019). Creating the third teacher through participatory learning environment design: Reggio Emilia principles support student wellbeing. School Spaces for Student Wellbeing and Learning (239-258). Springer, Singapore. DOI 10.1007/978-981-13-6092-3_13
  81. Mitchiner, J., Batamula, C. & Kite, B. J. (2018). Hundred languages of deaf children: exploring the Reggio Emilia approach in deaf education. American Annals of the Deaf. DOI 10.1353/aad.2018.0021
  82. Mohd. A., Manisah Ahmad, Tarmizi, Salleh, Norshidah & Majid, Rosadah. (2018). Learning support for students with special needs at a public university from the perspective of non-academic staff. Journal Of Icsar. 2. 78-81. DOI 10.17977/Um005v2i12018p078
  83. Ndia, L., Solihatin, E., & Syahrial, Z. (2020). The effect of learning models and multiple intelligences on mathematics achievement. International Journal of Instruction, 13(2), 285-302. DOI 10.29333/Iji.2020.13220a
  84. Nemat Tabrizi, A. R. (2016). Multiple intelligence and EFL learners' reading comprehension. Two Quarterly Journal Of English Language Teaching And Learning University Of Tabriz, 8(18), 199-221.
  85. Nunez, J. C., Suárez, N., Rosário, P., Vallejo, G., Valle, A., & Epstein, J. L. (2015). relationships between perceived parental involvement in homework, student homework behaviours, and academic achievement: differences among elementary, junior high, and high school students. Metacognition And Learning, 10(3), 375-406. DOI 10.1007/S11409-015-9135-5
  86. Nurjanah, N. E., & Hardiyanti, W. D. (2020, September). playing through painting activities to stimulate early childhood creativity. Proceedings of The 4th International Conference On Learning Innovation and Quality Education 1-4. DOI 10.1145/3452144.3452232
  87. Okeke, C. I. (2014). Effective home-school partnership: some strategies to help strengthen parental involvement. South African Journal Of Education, 34(3). DOI 10.15700/201409161044
  88. Okoro, C. U. (2019). Activity-based learning strategies and academic achievement of social studies students in Obio/Akpor local government area. International Journal Of Education And Evaluation, 5(1), 19-24.
  89. Pakpahan, F. H., & Saragih, M. (2022). Theory of cognitive development by Jean Piaget. Journal Of Applied Linguistics, 2(2), 55-60. DOI 10.52622/Joal.V2i2.79
  90. Piaget, J. (1936). Origins of intelligence in the child. London: Routledge & Kegan Paul.
  91. Pritzker, S. E. (2016). New age with Chinese characteristics? translating inner child emotion pedagogies in contemporary China. Ethos,44(2), 150-170. DOI 10.1111/Etho.12116
  92. Quaglia, R., Longobardi, C., Iotti, N. O., & Prino, L. E. (2015). A new theory on children's drawings: analyzing the role of emotion and movement in graphical development. Infant Behavior Development, 39, 81-91. DOI 10.1016/J.Infbeh.20 15.02.009
  93. Radhika, S. & Kiran, V.. (2017). Cognitive development of children with learning disabilities: an intervention study. International Journal of Educational Science and Research (IJESR). 7 ( 4). 53-60
  94. Ramadhanty, E., Wulandari, R. T., & Tirtaningsih, M. T. (2022). Abhinaya circuit video media in online learning to train physical-motor ability of early childhood: a developmental studies. Child Education Journal, 4(1), 38-49. DOI 10.33086/Cej.V4i1.2824
  95. Rannikmae, M., Holbrook, J., & Soobard, R. (2020). Social constructivism Jerome Bruner. Theory And Practice (Pp. 259-275). Springer, Cham. DOI 10.1007/978-3-030-43620-9_18
  96. Reupert, A, Shulamith L., Straussner, Bente Weimand, & D. Maybery. (2022)"It takes a village to raise a child: understanding and expanding the concept of the “village”." Frontiers in Public Health 10. DOI 10.1007/978-3-030-43620-9_18
  97. Rimes, J., Gilkes, D., & Thorpe, L. (2018). Hundreds of messages on a leaf: inspirations from Reggio Emilia. In Evidence-Based Learning and Teaching (Pp. 99-112). Routledge.
  98. Rinaldi, C. (2021). In dialogue with Reggio Emilia: listening, researching and learning. Routledge.
  99. Santos, M.& Peres, C. & Schmitt, M. & Peres, A. (2022). Digital game design tutorial for use in the basic school: a pedagogical proposal. IGI Global. DOI 10.4018/978-1-6684-3710-0.Ch033
  100. Pálfi, S.; Rákó, E. ; Varga Nagy, A. ; & Teszenyi, E. (2020): Children’s rights in Hungary in early childhood education and care In: Jane, Murray; Beth, Blue Swadener; Kylie, Smith (edit) The-Routledge-International-Handbook-of-Young-Childrens-Rights. London, Routledge of Taylor and Francis Group. pp. 354-365.
  101. Saroyan, J. S. (2021). Developing a supportive peer environment: engaging students through cooperative skills in the classroom. In Developmental and Educational Psychology, 3(1), 81-89. DOI 10.25082/adep.2021.01.001
  102. Schell, L. M., & Rousham, E. K. (2022). Environmental effects on growth. Human Growth and Development 261-31. DOI 10.1016/B978-0-12-822652-0.00013-4
  103. Seid, A. (2019). University instructors’ self-effi-cacy belief to provide instructional accommodations for addressing the educational needs of students with disabilities In Ethiopian Universities: Implication On Quality Of Higher Education.
  104. Senent, I. G., Kelley, K., & Abo-Zena, M. M. (2022). Sustaining curiosity: reggio-emilia inspired learning. In The Influence Of Theorists And Pioneers On Early Childhood Education (Pp. 262-273). Routledge.
  105. Shabazian, A. N. (2016). The role of documentation in fostering learning. YC Young Children,71(3),73-79.
  106. Silalahi, R. M. (2019). Understanding Vygotsky’s zone of proximal development for learning. polyglot: Jurnal Ilmiah, 15(2), 169-186. DOI 10.19166/Pji.V15i2.1544
  107. Simacek, J., Elmquist, M., Dimian, A. F., & Reichle, J. (2021). Current trends in telehealth applications to deliver social communication interventions for young children with or at risk for autism spectrum disorder. Current Developmental Disorders Reports, 8(1), 15-23. DOI 10.1007/S40474-020-00214-W
  108. Soyer, G.F. (2019). Book review: The Ecology of Human Development by Urie Bronfenbrenner, Journal Of Culture And Values In Education, 2(2), 77-80. DOI 10.46303/jcve.02.02.6
  109. Spengler, J. R., Ervin, E. D., Towner, J. S., Rollin, P. E., & Nichol, S. T. (2016). Perspectives on West Africa ebola virus disease outbreak, 2013–2016. Emerging Infectious Diseases, 22(6), 956 DOI 10.32032/eid2206.160021
  110. St Nicholas Early Education. (2020, December 11). What is the reggio emilia approach? st Nicholas's early education. Https://Stnicho-lasmn.Org.Au
  111. Stang, K. (2022). Brain-based learning methods and student achievement [masterʼs thesis, Bethel University]. Spark Repository.
  112. Syukri, Suhartini & Humaera, Isna. (2019). Gaining motivation on English learning for special needs students using flashcards, foldable books and posters in an EFL context. Langkawi: Journal Of The Association For Arabic And English. 5. 91. DOI 10.31332/Lkw.V5i2.1303
  113. Tatalovic Vorkapic, S. & Polanec, E. (2015). An empirical study about the use of the Internet and computer games among Croatian children. 322-372. DOI 10.4018/978-1-4666-8205-4.Ch015
  114. Thomas, J., Utley J., Hong S., Korkmaz H. & Nugent G. (2020). Parent Involvement and Its Influence on Children’s STEM Learning. In Handbook of Research on STEM Education ed. Carla C. Johnson, Margaret J. Mohr-Schroeder Tamara J. Moore, and Lyn D. English, Routledge Handbooks Online.
  115. Trent, A. R. (2019). The impact of prior settings in early childhood on kindergarten readiness (Doctoral Dissertation, Eastern Kentucky University).
  116. Umar, M., & Ko, I. (2022). E-learning: direct effect of student learning effectiveness and engagement through project-based learning, team cohesion, and flipped learning during the COVID-19 pandemic. Sustainability, 14(3), 1724. DOI 10.3390/su14031724
  117. UNICEF (2022). Seen, counted, included: Using data to shed light on the well-being of children with disabilities. UNICEF DATA. https://data.unicef.org/re-sources/children-with-disabilities-report-2021/
  118. Van Voorhis, F. L., Maier, M. F., Epstein, J. L., & Lloyd, C. M. (2013). The Impact of Family Involvement on the Education of Children Ages 3 To 8: A Focus On Literacy And Math Achievement Outcomes And Social-Emotional Skills. MDRC.
  119. Vargáné, Nagy A. (2018): A Reggio pedagógia sajátos szemlélete. [The Special Approach of Reggio Pedagogy] In: Vargáné, Nagy Anikó (szerk.) Családi nevelés 3. Debrecen, Didakt, pp. 131-153.
  120. Vygotsky, L. S. (1978). Mind in society: the development of higher psychological processes. Massachusetts: Harvard University Press.
  121. Waite-Stupiansky, S. (2017). Jean Piaget’s constructivist theory of learning. In Theories of Early Childhood Education (Pp. 3-17). Routledge.
  122. Wang, M. T., & Sheikh‐khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610-625. DOI 10.1111/Cdev.12153
  123. Wang, Victor C. X. (2015) Handbook of research on scholarly publishing and research methods. Florida Atlantic University.IGI Global
  124. Wenger, G. C. (2021). The supportive network: coping with old age. Routledge.
  125. Wofford, M. C., Ogletree, B. T., & De Nardo, T. (2022). identity-focused practice in augmentative and alternative communication services: a framework to support the intersecting identities of individuals with severe disabilities. American Journal of Speech-Language Pathology, 31(5), 1933-1948. DOI 10.1044/2022_ajslp-21-00397
  126. Wong, J., Baars, M., De Koning, B. B., Van Der Zee, T., Davis, D., Khalil, M., & Paas, F. (2019). educational theories and learning analytics: from data to knowledge. In Utilizing Learning Analytics To Support Study Success (Pp. 3-25). Springer, Cham. DOI 10.1007/978-3-319-64792-0_1
  127. Yee, D. M., & Braver, T. S. (2018). Interactions of motivation and cognitive control. current opinion In+Behavioral Sciences, 19, 83-90. DOI 10.1016/J.Cobeha.2017.11.009
  128. Yerizon, Y., & Putra, A. A. (2021). The effect of various learning approaches on mathematical learning outcomes based on the multiple intelligences of students. Athens Journal of Sciences, 8(3), 213-228
  129. Yuliansyah, A., & Ayu, M. (2021). The implementation of project-based assignments in online learning during COVID-19. Journal of English Language Teaching and Learning, 2(1), 32-38. DOI 10.33365/Jeltl.V2i1.851
Ugyanannak a szerző(k)nek a legtöbbet olvasott cikkei