dc.identifier.citation | Anita, C & John, R. Decker. (1992). Planning and Administering Early Childhood Programs. New York: Macmillan Publising company Bredecamp, S. and Carol Copple. (1997). Developmentally appropriate practice, in early childhood programs. Washington DC: National Association for the Education of young children Croft, D. J. (2000). An activities handbook for teachers of young children. Boston: Houghton Mifflin Company. Dacey, J.S. (1989). Discriminating characteristic of the families of highly creative adolecents. The journal of creative behavior, 23(4), 263-271 Davies, M.M. (1996). Outdoors: An important context for young children’s development. Early Child Development and Care, 115, 37– 49. Greenman, J. (1988). Caring spaces, learning places: Children’s environments that work. Redmond, WA: Exchange Press. Harper-Whalen, S., & Spiegle-Mariska, J. (1991). Module #1: Organizing the special pre-school. University of Montana, Missoula: Division of Educational Research and Services (ERIC Document Reproduction Service No. ED 342162). Hirose, T., Hinobayashi, T., & Minami, T. (2007). Comparisons between children’s indoor and outdoor play. Bulletin of Graduate School of Human Sciences, Osaka University, 33, 181– 199 (in Japanese). Holmes, R.M., & Procaccino, J.K. (2009). Preschool children’s outdoor play area preferences. Early Child Development and Care, 179, 1103–1112. Isenberg, J. P., & Jalongo, M. R. (2001). Creative expression and play in the early childhood curriculum (3rd ed.). Upper Saddle River, NJ: Prentice Hall. Johnson, J.E., Christie, J.F., & Wardle, F. (2005). Play, development, and early education. Boston, MA: Allyn & Bacon. Kasten, W.C & Clarke, B.K. (1993). The multiage classroom: A family of learners. Katonah, NY: Richard C.owen Kostelnik, M. J., Soderman, A. K., & Whiren, A. P. (2004). Developmentally appropriate curriculum: Best practice in early childhood education (3rd ed.). Upper Saddle River, NJ: Prentice Hall Mayesky, M. (1998). Creative activities for young children (6 th edition). Albany, NY: Delmar. Nadiah, N.S. Preschool children preferences on their school environment. Procedia-social and behavioral sciences vol.42 (2012) pp55.62 Naylor, H. (1985). Outdoor play and play equipment. Early Child Development and Care, 19, 109– 130. Pellegrini, A.D. (1984). The social cognitive ecology of preschool classrooms: Contextual relations revisited. International Journal of Behavioral Development, 7, 321–332. Pellegrini, A.D., & Perlmutter, J.C. (1989). Classroom contextual effects on children’s play. Developmental Psychology, 25, 289– 296. Pellegrini, A.D., & Bohn, C.M. (2005). The role of recess in children’s cognitive performance and school adjustment. Educational Researcher, 34, 13–19. Prescott, E. (1994). The physical environment: A powerful regulator of experience. Child Care Information Exchange, 100, 9–15. Rivera, M. (1998). Creating a science area in a preschool classroom. Lehman College, University of New York (ERIC Document Reproduction Service No. ED 420438). Roeper, A. (1977). The young gifted child. Gifted Child Quarterly, 21, 388–396. Semiawan, Conny R. (2002) Belajar dan pembelajaran dalam tahap usia dini (pendidikan rasekolah dan sekolah dasar). Jakarta: PT. Prenhallindo Smith, P.K., & Connolly, K.J. (1980). The ecology of preschool behaviour. New York, NY: Cambridge University Press. Sutterby, J.A., & Frost, J.L. (2002). Making playgrounds fit for children and children fit for playgrounds.Young Children, 57, 36–41. Tegano. D. W., Moran, J. D., & Sawyers, J. K. (1991). Creativity in early childhood classrooms. Washington, DC: National Education Association of the United States. Worth, K., & Grollman, S. (2003). Worms, shadows, and whirlpools: Science in the early childhood classroom. Washington, DC: National Association for Education of Young Children. Wright, C., & Wright, S. (1986). A conceptual framework for examinating the family’s influence on creativity. Family perspective, 20, 127-136. | id_ID |