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1.8 Literatura

  /    /  1.8 Literatura

Bell, A., Corfield, M., Davies, J. i Richardson, N. (2009) Collaborative transdisciplinary intervention in early years – putting theory into practice. Child: care, health and development, 36 (1), 142–148.

Bricker, D. D., Felimban, H. S., Fang Y. L., Stegenga, S. M.  i O’Malley, S. S. (2020) A Proposed Framework for Enhancing Collaboration in Early Intervention/Early Childhood Special Education. Topics in Early Childhood Special Education, 00 (0), 1–13.

Bruder, M. B. (2010). Early childhood intervention: A promise to children and families for their future. Exceptional Children, 76, 339–355.

Campbell, P. H. i Sawyer, L. B. (2007). Supporting learning opportunities in natural settings through participation-based services. Journal of Early Intervention, 29, 287–305.

Dunst, C. J., Hamby, D., Trivette, C. M., Raab, M. i Bruder, M. B. (2000). Everyday family and community life and children’s naturally occurring learning opportunities. Journal of Early Intervention, 23, 151–164.

Dunst, C. J., Bruder, M. B. i Espe-Sherwindt, M. (2014). Family capacity – building in early childhood intervention: do context and setting matter?. Social community journal, 24 (1), 37–48.

Fordham, L., Gibson, F. i Bowes, J. (2011). Information and professional support: key factors in the provision of family–centred early childhood intervention services. Child: care, health and development, 38 (5), 647–653.

Gilmore, L., Cuskelly, M., Jobling, A. i Hayes, A. (2009). Maternal support for autonomy: Relationships with persistence for children with Down syndrome and typically developing children. Research in Developmental Disabilities, 30, 1023–1033.

Gopnik, A., Meltzoff, A. N. i Kuhl, P. K. (2003). Znanstvenik u kolijevci. Što nam rano učenje kazuje o umu. Zagreb: Alinea.

Guralnick, M. J. (2011). Why Early Intervention Works: A Systems Perspective. Infants and Young Children, 24 (1) 6–28.

Guralnick, M. J. (2013). Developmental science and preventive interventions for children at enviromental Risk. Infants and young children, 26 (4) 270–285.

Guralnick, M. J. (2019). Effective Early Intervention: The Developmental Systems Approach. Baltimor: Paul. H. Brookes Publishing.

Guralnick, M. J., Neville, B., Hammond, M. A. i Connor, R. T. (2008). Mothers’ social communicative adjustments to young children with mild developmental delays. American Journal on Mental Retardation, 113, 1–18.

Hadders-Algra, M. (2011). Challenges and limitations in early intervention. Developmental medicine and child neurology, 53, 52–55.

Huges-Scholes, C. H., Gatt, L. S., Davis. K., Mahar, N. i Gavidia-Payne, S. (2016). Preliminary evaluation of the implenentation of routines based early childhood intervention model in Australia: Practicioners Perspective. Topics in Early Childhood Special Education, 1–13.

Hwang, A.-W., Chao, M.-Y. i Liu, S. W. (2013). A randomized controlled trial of routnes based early intervention for children with or at risk for developmental delay. Research in Developmental Disabilities, 34, 3112–3123.

Ljubešić, M. (2004). Suvremeni koncept rane intervencije za neurorizičnu djecu. Gynaecologia et perinatologia – Journal for gynaecology, perinato- logy, reproductive medicine and ultrasonic diagnostics, 13 (2), 57–60.

McWilliam, R. A. (2010). Routine Based Early Intervention. Baltimor: Paul. H. Brookes Publishing.

Milanović, M., Stričević, I., Maleš, D. i Sekulić-Majurec, A. (2000). Skrb za dijete i poticanje ranog razvoja djeteta u Republici Hrvatskoj. Zagreb: Targa.

Pećnik, N., Starc, B., Ljubešić, M., Jeić, M., Pribela Hodap, S. i Grubić, M. (2014). Rastimo zajedno plus. Program radionica s roditeljima djece s teškoćama u razvoju. Udžbenik za voditelje. Zagreb: UNICEF Hrvatska.

Raab, M., Dunst, C. J. i Hamby, D. W. (2017). Efficacy trial of contrasting approaches to the response-contingent learning of young children with significant developmental delays and multiple disabilities. Journal of Educational and Developmental Psychology, 7, 12–28.

Snyder, P., Rakap, S., Hemmeter, M. L. i McLaughlin, T. W. (2015). Naturalistic instructional approaches in early learning: A systematic review. Journal of Early Intervention, 37, 69–97.

Starc, B., Čudina-Obradović, M., Pleša, A., Profaca, B. i Letica, M. (2004). Osobine i psihološki uvjeti razvoja djeteta predškolske dobi: priručnik za odgojitelje, roditelje i sve koji odgajaju djecu predškolske dobi. Zagreb: Golden marketing – Tehnička knjiga

Sterling, A. M., Barnum, L., Skinner, D., Warren, S. F. i Fleming, K. (2012). Parenting young children with and without Fragile X syndrome. American Journal on Intellectual and Developmental Disabilities, 117, 194–206.

Vasta, R., Haith, M. M. i Miller, S. A. (1998). Dječja psihologija. Jastrebarsko: Naklada Slap.

Woods, J. i Kashinath, S. (2007). Expanding Opportunities for Social Communication into Daily Routines. Early Childhood Service, 1 (2), 137–154.

Woods, J., Kashinath, S. i Goldstein, H. (2004). Effects of Embedding Caregiver – Implemented Teaching Strategies in Daily Routines on Children s Communication Outcomes. Journal of Early Intervention, 26 (3), 175–193.

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