A empirical study conducted on inclusive child-care practice in multiage classroom

这种追求进行了一个人的验证活动，多年龄教室对儿童保育实践包括残疾儿童和“焦虑”的儿童有许多影响。结果发现，幼儿保育的内容与保育员的感受，都是建立在一种包容的态度上，即每个幼儿都是不同的。

This pursuit conducts one's verification activities that multiage classrooms have many effects on child-care practice inclusive of handicapped children and "anxious" children. In the result, child-care substance and child minder's feeling are premised on the inclusive attitude that all the children are different.