Beneficial effects of inclusive preschools on the home environments of young children with and without disabilities

Sucuoglu B., BAKKALOĞLU H., DEMİR Ş.

EARLY CHILD DEVELOPMENT AND CARE, cilt.190, sa.10, ss.1497-1511, 2020 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 190 Sayı: 10
  • Basım Tarihi: 2020
  • Doi Numarası: 10.1080/03004430.2018.1539842
  • Dergi Adı: EARLY CHILD DEVELOPMENT AND CARE
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, International Bibliography of Social Sciences, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, Psycinfo
  • Sayfa Sayıları: ss.1497-1511
  • Anahtar Kelimeler: Home environments, children with and without disabilities, inclusive preschools, SCREENING QUESTIONNAIRE, COGNITIVE-DEVELOPMENT, LITERACY ENVIRONMENT, LEARNING-ENVIRONMENT, FAMILY ENVIRONMENT, EMERGENT LITERACY, INTERVENTION, ABILITIES, INFANTS, PARENT
  • Ankara Üniversitesi Adresli: Evet

Özet

The purpose of this study is to investigate the home environments of young children with (CWDs) and without disabilities (CWODs) with the aim of identifying the relationships between the development of children and their home environments. The study analyses further, whether inclusive preschools, as an intervention, have an influence on the quality of home environments of both group of children. The study is based on an assessment of the family homes of 61 pairs of CWDs and CWODs, using data gathered through the Home Screening Questionnaire-Turkish (HSQ-T) and the Gazi Early Childhood Assessment Tool (GECAT). The analysis revealed that the quality of the home environments of CWDs and CWODs is significantly different in favour of CWODs and that significant relationships exist between the HSQ-T scores and the language and socio-emotional development scores of the CWDs. A significant relationship was found between only socio-emotional development and home environment of CWODs. In addition, it was found that inclusive preschools influenced the quality of the family homes of not only CWODs but also CWDs.