국립중앙도서관 "우편 복사 서비스"로 연결 됩니다.
DBpiaThis study aims to investigate the effects that teacher intervention plays on developing children's intersubjectivity in inclusive settings. The subjects were 24 four year old children(with 8 disabled children) and 24 five year old children(with 8 dis...
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https://www.riss.kr/link?id=A75110656
- 저자
- 발행기관
- 학술지명
- 권호사항
-
발행연도
2006
-
작성언어
Korean
- 주제어
-
KDC
375
-
등재정보
KCI등재
-
자료형태
학술저널
- 발행기관 URL
-
수록면
25-46(22쪽)
- 제공처
-
0
상세조회 -
0
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부가정보
다국어 초록 (Multilingual Abstract)
This study aims to investigate the effects that teacher intervention plays on developing children's intersubjectivity in inclusive settings. The subjects were 24 four year old children(with 8 disabled children) and 24 five year old children(with 8 disabled children). Children's social dramatic play on 5 themes for 10 weeks has been observed and videotaped. Data were analyzed by employing Goncu’s instrument (1993). A two-way ANOVA was employed for a statistical analysis. The results reveal that teacher intervention during social dramatic play in inclusive setting has a significant effect on children's intersubjectivity in terms of both age and negotiable behavior. Implications for inclusive education regarding teacher intervention strategies were suggested.
This study aims to investigate the effects that teacher intervention plays on developing children's intersubjectivity in inclusive settings. The subjects were 24 four year old children(with 8 disabled children) and 24 five year old children(with 8 disabled children). Children's social dramatic play on 5 themes for 10 weeks has been observed and videotaped. Data were analyzed by employing Goncu’s instrument (1993). A two-way ANOVA was employed for a statistical analysis. The results reveal that teacher intervention during social dramatic play in inclusive setting has a significant effect on children's intersubjectivity in terms of both age and negotiable behavior. Implications for inclusive education regarding teacher intervention strategies were suggested.
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