Session Information
SES G3, Pre Conf Parallel Session
Contribution
Method
Expected Outcomes
References
Bredekamp, S., & Willer, B. (1993). Professionalizing the field of early childhood education: Pros and cons. Young Children, 48(3), 82-84. Dinnebell, L. A., McInerney, W., Fox, C., & Juchartz-Pendry, K. (1998). An analysis of the perceptions and characteristics of child care personnel regarding inclusion of young children with special needs in community-based programs. Topics in Early Childhood Special Education, 18(2), 118-128. Eiserman, W. D., Shisler, L., & Healey, S. (1995). A community assessment of preschool providers’ attitudes toward inclusion. Journal of Early Intervention, 19, 149-167. Feeney, S., & K. Freeman. 1999. Ethics and the early childhood educator: Using the NAEYC Code. Washington, DC: NAEYC. Ministry of National Education (2006). Retrieved January 20, 2009, from http://ooegm.meb.gov.tr/program/program%20kitabi.pdf NAEYC (2005). Code of Ethical Conduct and Statement of Commitment. Washington, DC: NAEYC. Retrieved January 25, 2009, from http://www.naeyc.org/about/positions/pseth98.asp Rimm-Kaufman, S. E., Voorhees, M. D., Snell, M. E., & La Paro, K. M. (2003). Improving the sensitivity and responsivity of preservice teachers toward young children with disabilities. Topics in Early Childhood Special Education, 23, 151-163. Torda, A. (2004). Acceptable behaviour. Training Agenda, 12(3), 15-16. Trepanier-Street, M. L., & Romatowski, J. A. (1999). The influence of children’s literature on gender role perceptions: A reexamination. Early Childhood Education Journal, 26(3), 155-159.
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