Products
Solutions practice guides are grouped according to different kinds of early childhood practices .
Click on a topic name to the right to access a complete list of available practice guides for that topic:
Games for Growing Research Foundations
Teaching your baby with early learning games
- Social-emotional consequences of
response-contingent learning opportunities
Carl J. Dunst, Ph.D.
Bridges, Volume 1, Number 4
Findings from this synthesis indicate that response-contingent learning opportunities,
where the relationship between a child's behavior and the consequences of this behavior
is clearly detectable, produce the greatest amount of positive social responding and
attenuate negative social responding. Implications for practice are described in terms
of the environmental arrangements most likely to optimize the positive social-emotional
consequences of response-contingent learning opportunities.
YES! I made it happen!
Bottomlines, Volume 1, Number 4
¡Sí! ¡Hice que pasará!
Spanish Bottomlines, Volume 1, Number 4
- Relationship between parental contingent-responsiveness
and attachment outcomes
Danielle Z. Kassow, Ph.D., & Carl J. Dunst, Ph.D.
Bridges, Volume 2, Number 4
Findings from this synthesis indicate a discernable relationship between parental contingent-responsiveness and attachment outcomes for young children. The results suggest that early parental-contingent responsiveness is an important determinant of later secure child attachment.
Heart to heart: The strength of the
relationship between an adult caregiver and a young child is affected by the adult's responsiveness
Bottomlines, Volume 2, Number 4
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Latency to learn in contingency
studies of young children with disabilities or developmental delays
Melanie Hutto, Ph.D.
Bridges, Volume 1, Number 5
Findings from this synthesis indicate that whereas children without
disabilities learn a contingency almost immediately, children with
or at risk for delays have a latency to learn the relationship
between a behavior and its consequences. Results indicate the need to
consider this latency when using response-contingent learning
opportunities to promote behavior capabilities of young children with
disabilities.
No rush! Research proves it pays to be patient
Bottomlines, Volume 1, Number 5
¡No hay apuro! Las investigaciones comprueban que vale el ser paciente
Spanish Bottomlines, Volume 1, Number 5
Please return to the the Games for Growing Tool Kit for more information.
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