Promoting Positive Peer Interactions in the Preschool Classroom: The Role and the Responsibility of the Teacher in Supporting Children’s Sociodramatic Play

Stanton‐Chapman, Tina L.

doi:10.1007/s10643-014-0635-8

Cited by 38 publications

(14 citation statements)

References 12 publications

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“…When children are minimally engaged with peers (e.g., making brief comments or using verbal or non-verbal requests), there are many opportunities to teach functional skills without disrupting the flow of the social interaction. Stanton-Chapman (2015) provides a conceptual framework to assist early childhood teachers in thoughtfully planning when and how to scaffold children during peer interactions. This approach is not unusual, but has high social congruence with methods teachers naturally use with preschoolers, differing perhaps mainly in their intensity and their systematic application.…”

Section: Discussionmentioning

confidence: 99%

Facilitating Commenting and Requesting Skills in 3-Year-Old Children With Disabilities

Stanton‐Chapman

Brown

2015

Journal of Early Intervention

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The current study evaluated the commenting behaviors and verbal and non-verbal requests of children with disabilities (e.g., developmental delays, specific language impairment) who participated in a shared storybook social communication intervention that included sociodramatic play themes and targeted skills such as initiations, responses, name use, proximity, and turn-taking. Six children who enrolled in a self-contained classroom met the inclusion criteria. A multiple-baseline design was used to determine the effects of the intervention. The social communication intervention was highly effective for all children in increasing the rate of commenting behaviors and for verbal behavior from baseline to intervention. Several implications for practice were derived from the findings. By teaching children social communication strategies, the quality of social interactions that children have with their peers is likely to improve. The intervention offers a more systematic technique for teaching social communication and play skills than do informal strategies commonly used by teachers. Social validity assessments indicated that teachers found the intervention acceptable and produced important changes in behavior.

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Section: Discussionmentioning

confidence: 99%

Facilitating Commenting and Requesting Skills in 3-Year-Old Children With Disabilities

Stanton‐Chapman

Brown

2015

Journal of Early Intervention

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“…Certain forms of interaction between teachers and students favour a positive classroom climate (Howes et al , 2013Myers and Sheddield 2009). When the teacher supports and encourages academic tasks, offers feedback tailored to each situation and each child, asks questions, asks for further information, repeats student contributions and encourages participation from a place of respect and support without using sarcasm, there are fewer conflicts in the classroom, and disruptive behaviours decrease (Morris et al 2013;Stanton-Chapman 2014;Spivak and Farran 2016). Likewise, being close to all students should be a priority for teaching staff in classrooms (Stanton-Chapman 2014; Curby et al 2013).…”

Section: Pedagogical Practicesmentioning

confidence: 99%

A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education

Khalfaoui

García-Carrión

Villardón-Gallego

2020

Early Childhood Educ J

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The risk for many young children from minority backgrounds of being excluded from a quality education might be reduced through the creation of a positive classroom climate. A systematic review was conducted to gain a better understanding of the pedagogical and structural aspects that foster a positive classroom climate in multicultural early childhood education settings. Following a systematic review procedure, 14 articles were selected and included in the analysis. The findings indicate that eight aspects contribute to a positive climate in these settings: on the one hand, pedagogical practices, including increased instructional time, teacher-student supportive interactions, peer interactions and friendship, child engagement, teacher training on emotionally supportive environments and teacher-family trust-based relationships, and on the other hand, structural aspects, including small peer groups and materials shared among children. This evidence may be used to foster a classroom climate that enhances learning processes and social development in multicultural preschool groups. However, more research is needed to better understand the particular role that cultural diversity plays in the classroom climate.

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“…Yet, if the student cannot answer correctly, the teacher would ask another children to assist him. It means that peers gave positive effects and that student could be a role model for them (Stanton-Chapman, 2014). This was proven when one student could not answer correctly, others assisted him directly without making fun or laughing at that one student.…”

Section: Students' Interference On Pre-reading Practicesmentioning

confidence: 99%

Teaching English to Young Learners: Students’ Interference on Pre-Reading Skill in Preparing School Readiness

Westhisi¹

2020

Proceedings of the International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019)

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Industrial revolution 4.0 encourages people to develop their skills, for instance literacy skills. English literacy is needed since people should be able to participate globally which might be commenced in Early Childhood Education (ECE). The English instruction for non-native young learners needs numerous methods to deliver the materials in a proper way, purposely the pre-reading instruction for young learners in preparing for school readiness. Pre-reading skill would be emphasized on introduction of English letters sounds as a foundation in developing reading skill in the future. This article unpacks teaching practices in English pre-reading skill to young learners which involve children as role model for their peers. It uses qualitative descriptive study which involves two teachers and children aged four and five years old. It reveals that students' interference in an English instruction of pre-reading skill is able to assist them to comprehend the concept of English letter sounds, to increase the student's confidence in learning English, to improve their fluency in English, and to create contextual environment of learning.

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Promoting Positive Peer Interactions in the Preschool Classroom: The Role and the Responsibility of the Teacher in Supporting Children’s Sociodramatic Play

Cited by 38 publications

References 12 publications

Facilitating Commenting and Requesting Skills in 3-Year-Old Children With Disabilities

Facilitating Commenting and Requesting Skills in 3-Year-Old Children With Disabilities

A Systematic Review of the Literature on Aspects Affecting Positive Classroom Climate in Multicultural Early Childhood Education

Teaching English to Young Learners: Students’ Interference on Pre-Reading Skill in Preparing School Readiness

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