Children's play, teacher-child interactions, and teacher beliefs in integrated early childhood programs

File, Nancy

doi:10.1016/0885-2006(94)90007-8

Cited by 97 publications

(67 citation statements)

References 20 publications

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“…Teachers did not differentiate their verbal interactive strategies with children in response to varying social needs, as reflected in the IEP. The findings of this study revealed very low rates of teacher intervention to elicit child peer interaction, similar to previous research (Brown and Bergen 2002;File 1994). Our findings are consistent with previous findings (Algozzine et al 1988;Ysseldyke et al 1989) in that teacher talk focused on peer interaction did not correlate with children's current level of social functioning, as shown by their IEP-related characteristics.…”

Section: Adequacy Of Social Iep In Reflecting Child Functioning and Gsupporting

confidence: 93%

Social IEP Objectives, Teacher Talk, and Peer Interaction in Inclusive and Segregated Preschool Settings

Kwon

Elicker

Kontos

2011

Early Childhood Educ J

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The purpose of this study was to examine: (a) the role of teacher talk in promoting peer interaction, (b) the adequacy of social IEP objectives to reflect children's social functioning and guide provision of teacher talk, and (c) differences in children's peer interaction and teacher talk in inclusive and segregated settings. Thirty children with disabilities and their teachers participated. Overall, we observed low rates of teacher talk thought to support peer interaction; however, when teachers verbally facilitated peer interaction, children were observed interacting more frequently with peers. Children's social IEPs accurately reflected their current level of social functioning. However, the social IEPs appeared to fail to influence teacher intervention. Finally, children with disabilities in inclusive settings interacted with peers more than children in segregated settings, even though there was no significant difference in amount of teacher talk in the two settings.

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Section: Adequacy Of Social Iep In Reflecting Child Functioning and Gsupporting

confidence: 93%

Social IEP Objectives, Teacher Talk, and Peer Interaction in Inclusive and Segregated Preschool Settings

Kwon

Elicker

Kontos

2011

Early Childhood Educ J

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“…Relationships are viewed as the context in which socialisation takes place and in which basic competencies emerge (Hartup, 1985), in which communicational skills are acquired (Preisler, 1983), and in which the regulation of emotions develops (Stern, 1985). But studies in child development have also shown how children acquire important developmental skills as a result of peer interactions (File, 1994). It has been known for a long time that even very young children adjust their communication to the prerequisites of their partner.…”

Section: Introduetionmentioning

confidence: 99%

Sign language for hard of hearing children — A hindrance or a benefit for their development?

Preisler

Ahlström

1997

Eur J Psychol Educ

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In 1981, sign language was declared an official language in communication with and education ofdeaf children in Sweden. Today, the debate is focused on language communication for hard of hearing children. In order to describe patterns of interaction between hard of hearing and deafchildren as well as between hard ofhearing children, a longitudinal, qualitative study was conducted. Twenty-seven children, .2 and 7 years of age, participated. Fifteen were deaf, twelve hard of hearing. Video-recorded observations were made at three daycare centres during a two year period.Observations were made in natural interactional settings. The results showed that the use of a language code that was easy for the children to produce as well as to perceive enabled them not only to take part in dialogues and to share experiences with others, but also had positive consequences for their playas well as their social and emotional development. A child-centered and supportive communicative style of the adults, in combination with a positive attitude towards fantasy and role plays seemed to promote the children's overall development, as contrasted to an adult-centered and directive communicative style where language per se was infocus.

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“…In turn, positive changes in relevant policy and corresponding administrative or organizational environments governing inclusive preschools can be beneficial (Peck, 1993), as these more distal ecological factors are among those that can potentially affect the quality of inclusive preschool practices . It remains to be seen, however, whether these approaches will be sufficient to dramatically alter the patterns of social separation described (see also File, 1994).…”

Section: Ecological Approachesmentioning

confidence: 99%

The Nature and Meaning of Social Integration for Young Children With Mild Developmental Delays in Inclusive Settings

Guralnick

1999

Journal of Early Intervention

108

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One expectation of inclusive practices is that meaningful social relationships will form between children with and without special needs as they become familiar with one another in early childhood settings . This expectation that social integration will occur with respect to children's peer relationships and friendships seems reasonable because inclusive practices emphasize principles and values that seek to maximize respect for individual differences in developIt, ensure equal access, and foster a sense of .,belonging to a common community (Guralnick, 1978(Guralnick, , 1990 . Ideally, we would hope that inclusive early childhood programs would be characterized by children's willingness to understand, go beyond, accept, and even overlook developmental differences, unusual behavior patterns, or certain physical characteristics of their peers, and establish productive social relationships . To support the development of these positive relationships between children with and without special needs, the programmatic design of quality early childhood settings should exemplify inclusive principles and values by promoting full participation of all children in social and nonsocial activities, and by adapting and accommodating to children's special needs.In view of the importance of what is certainly a core issue in our field, the degree to which the

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Children's play, teacher-child interactions, and teacher beliefs in integrated early childhood programs

Cited by 97 publications

References 20 publications

Social IEP Objectives, Teacher Talk, and Peer Interaction in Inclusive and Segregated Preschool Settings

Social IEP Objectives, Teacher Talk, and Peer Interaction in Inclusive and Segregated Preschool Settings

Sign language for hard of hearing children — A hindrance or a benefit for their development?

The Nature and Meaning of Social Integration for Young Children With Mild Developmental Delays in Inclusive Settings

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