Peer interaction in rural preschool classrooms: Contributions of children’s learning-related behaviors, language and literacy skills, and problem behaviors

Social Networks of Children With Developmental Language Disorder in Inclusive Preschool Programs

“…Studies of children's social networks have often relied on children's self-report, most commonly with a peer-nomination task (e.g., Parkhurst & Asher, 1992). However, the use of teacher-report instruments can be valuable when working with younger children or children with disabilities, who may not be reliable informants of their interactions with others (Lin, Justice, Paul, & Mashburn, 2016). Preschool teachers are recognized as reliable observers of children's classroom-based behaviors and skills (Cabell, Justice, Zucker, & Kilday, 2009), since they are able to use ongoing observations to interpret children's participation across a variety of classroom activities (Meisels, Liaw, Dorfman, & Nelson, 1995).…”

Caracterización de prácticas pedagógicas de personal docente adscrito a liceos del programa de acompañamiento y acceso efectivo a la educación superior (PACE)

“…En ambas asignaturas, se privilegia la enseñanza a toda la clase o el trabajo individual. En este sentido, es deseable promover el trabajo colaborativo en el aula, lo que se encuentra alineado con las actuales políticas educacionales chilenas y una gran cantidad de investigaciones que identifican al trabajo entre pares como una buena práctica en el aula de clase (Lin, Justice, Paul y Mashburn, 2016). Por último, es importante destacar la manera en que el estudiantado interactúa con los contenidos de las clases observadas.…”

Exploring young women’s perspectives of a targeted support programme for teenage parents

“…The group provided them with the opportunity to engage with peers who understand how difficult it can be to be a teenage parent. Furthermore, it also allowed children to interact with peers, some for the first time, which can be essential for healthy development 28. However, it is possible for participants to become socially isolated again once the group has finished, as few participants continued to socialise with each other after the course.…”