The Effects of Teacher Facilitation on the Social Interactions of Young Children During Computer Activities

Abstract

This group study investigated the impact of teacher facilitation on the social interactions of young children during computer activities. The study compared 18 dyads comprised of children with and without disabilities who received teacher facilitation during computer activities to a group of children who did not receive teacher facilitation. The sessions were videotaped for the purpose of analyzing the social interactions and behaviors of the children. Pre-and postmeasures of the children's social skills with the Teacher Impression Scales and systematic observations of their social interactions using the Social Interaction Observation System were analyzed. Results indicated that children in the study exhibited few negative social interactions regardless of their age, disability status, or intervention group assignment. The children with and without disabilities in the teacher-facilitated computer group had more positive social interactions and demonstrated more effective social behaviors than the children in the computer-only group. This study shows that children with and without disabilities benefit from social skill instruction, and practitioners may use a structured computer activity as an alternative to free play for promoting social interactions among children.

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