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Influences of Contrasting Natural Learning Environment Experiences on Child, Parent and Family Well-Being

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Findings from a study examining the parent, family, and child well-being outcomes associated with different ways of conceptualizing natural learning environment practices are presented. One sample was asked to indicate the extent to which early intervention practitioners implemented their interventions in everyday family or community activities, and one sample was asked to indicate the extent to which everyday family or community activities were used as sources of child learning opportunities. Results showed that using everyday activities as sources of children’s learning opportunities was associated with positive benefits, whereas practitioners’ implementing interventions in everyday activities showed little or no positive benefits and in a number of analyses had negative consequences.

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ACKNOWLEDGMENTS

This research was supported by a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs, Research to Practice Division (H024S960008).

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Authors and Affiliations

  1. Orelena Hawks Puckett Institute, Asheville and Morganton, NC, USA

    Carl J. Dunst, Carol M. Trivette & Deborah W. Hamby

  2. University of Connecticut Health Center, A. J. Pappanikou Center for Developmental Disabilities, Farmington, CT, USA

    Mary Beth Bruder

  3. Orelena Hawks Puckett Institute, 18A Regent Park Blvd., Asheville, Asheville, 28806, NC, USA

    Carl J. Dunst

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  1. Carl J. Dunst
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Correspondence to Carl J. Dunst.

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Dunst, C.J., Trivette, C.M., Hamby, D.W. et al. Influences of Contrasting Natural Learning Environment Experiences on Child, Parent and Family Well-Being. J Dev Phys Disabil 18, 235–250 (2006). https://doi.org/10.1007/s10882-006-9013-9

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