Inclusive early childhood settings are believed to promote interaction between children with special needs and typically developing children by allowing the latter group to serve as "peer models." This study examined the social play of children with special needs and their typically developing peers. Participating in the study were 156…

Previous studies have provided evidence that the early childhood language environment, especially teacher language, is an important influence on children's social, cognitive, and linguistic development. This study compared preschool teachers' verbal interaction with children with disabilities, children using English as a second language, and…

This study examined regulatable quality and teacher-child interaction and, their influences on the quality of the attachment relationship developed by preschool children with their day care teachers. Observation and interview procedures were completed in 12 classrooms serving 194 preschoolers. Regulatable quality variables included teacher-child…

This study examined how children's experience of regulatable quality and teacher-child interaction differs between nonprofit and for-profit day care settings. Gender and age differences in children's day care experiences were also explored. Assessments of regulatable quality and teacher-child interaction were conducted in three for-profit and two…