This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Murphy, M. Articles by Vincent, L. J. Search for Related Content Social Bookmarking                         What's this?

Identification of Critical Skills for Success in Day Care

University of Wisconsin-Madison

Lisbeth J. Vincent

University of Wisconsin-Madison

The purpose of this study was to gather information on day care teachers' perceptions of skills needed for successful performance in day care. Teachers from 23 day care centers in Madison, Wisconsin, provided responses to a 57 item questionnaire. Respondents were asked to rate behavior/skills as (1) not important to (4) very important. Those skills rated as important would provide information about the type of skills needed by handicapped young children for success in day care. Results from the questionnaire indicated that teachers rated certain skills as more or less important for successful performance. Skills categorized under the area of communication (e.g., responds to name) received the highest rating by most respondents. Skills in the area of preacademics (e.g., cuts with scissors) received the lowest ratings from respon. dents. Implications of these results for the performance of handicapped young children in integrated day care settings are discussed.

Journal of Early Intervention, Vol. 13, No. 3, 221-229 (1989)
DOI: 10.1177/105381518901300303


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				S. E. Rosenkoetter, K. T. Whaley, A. H. Hains, and L. Pierce The Evolution of Transition Policy for Young Children with Special Needs and Their Families: Past, Present, and Future Topics in Early Childhood Special Education, January 1, 2001; 21(1): 3 - 15. [Abstract] [PDF]

				B. Rous, R. A. Hallam, and R. A. Hallam Easing the Transition to Kindergarten: Assessment of Social, Behavioral, and Functional Skills in Young Children With Disabilities Young Exceptional Children, September 1, 1998; 1(4): 17 - 26. [PDF]

				T. J. SEWELL, B. C. COLLINS, M. L. HEMMETER, and J. W. SCHUSTER Using Simultaneous Prompting Within an Activity-Based Format to Teach Dressing Skills to Preschoolers With Developmental Delays Journal of Early Intervention, January 1, 1998; 21(2): 132 - 145. [Abstract] [PDF]

				L. K. Haymes, S. A. Fowler, and A. Y. Cooper Assessing the Transition and Adjustment of Preschoolers with Special Needs to an Integrated Program Journal of Early Intervention, January 1, 1994; 18(2): 184 - 198. [Abstract] [PDF]

				A. H. HAINS Strategies for Preparing Preschool Children with Special Needs for the Kindergarten Mainstream Journal of Early Intervention, January 1, 1992; 16(4): 320 - 333. [Abstract] [PDF]

				J. J. Carta, I. S. Schwartz, J. B. Atwater, and S. R. McConnell Developmentally Appropriate Practice: Appraising Its Usefulness for Young Children with Disabilities Topics in Early Childhood Special Education, January 1, 1991; 11(1): 1 - 20. [Abstract] [PDF]

				C. L. Salisbury and L. J. Vincent Criterion of the Next Environment and Best Practices: Mainstreaming and Integration 10 Years Later Topics in Early Childhood Special Education, January 1, 1990; 10(2): 78 - 80. [Abstract] [PDF]