同伴介入促进学前特殊需要幼儿角色游戏中同伴互动行为发展的行动研究

… ’s degree in early childhood special education. In Rowen’s case the assistant teacher had 15 years’ experience working in self-contained and integrated preschool classrooms. She …

This article focuses on the initiatives taken by children and the responses given by professional adults with regard to the pedagogy of enhancing peer interaction among diverse learners. The study took place in four integrated special groups of public early childhood education. In groups of this kind, typically developing children and those with special educational needs (SEN) spent time together on a daily basis. We analysed 12 videotaped play sessions with 33 (3- to 6-year-old) children and 10 adults to examine the children’s initiatives, the adults’ responses, and the consequences that ensued. The study revealed verbal and nonverbal initiatives followed by a variety of responses scaffolding the children’s interaction and participation. However, the nonverbal or faint initiatives, especially those taken by the children with SEN, were at risk of being unnoticed or ignored. These findings call for professional reflection on pedagogical sensitivity in recognizing and responding to the initiatives of children.

… (a) the role of teacher talk in promoting peer interaction, (b) the … (c) differences in children’s peer interaction and teacher talk in … The early childhood special education school served only …

ABSTRACT The aim of this study was to obtain new information about the diversity of everyday activities and social relations among children with special education needs (N = 145) in Finnish early childhood education and care (ECEC) units. In this research children´s daily activities, involvement, target of attention and social relations during play and other social activities in different groups formed according to children’s special educational needs are investigated. Results revealed that children with problems in self-regulation and children with major disabilities spent less time with peers and in various social activities than children with developmental language disorder and children without special education needs. The results suggest that inclusive practices are still only under development within the Finnish ECEC units. Practical implications of the results concerning ways to support children’s equal participation in daily activities in early childhood education and in building peer relationships, regardless of the amount of needed support are discussed.

… early childhood special education (ECSE). The theoretical framework is based on a conception of interaction being as well a basic human need … of enhancing peer interaction (EPI) and …

… of peer interaction for children with CCN, every peer interaction involves the child, a peer, … VSDs) effectively support peer interaction across preschool children with varying diagnoses, …

… : The peer interactions and cognitive levels ofplay ofmildly developmentally delayed preschool … Social skills of children with special needs in integrated and separate preschools. In TM …

… practices used by early childhood special education (ECSE) professionals in guided play activities? (2) How do professionals enhance peer interaction among children with and without …

… classro ecological contexts that affect the peer social interactions of young chil The … specialized (ie, special education preschool classrooms for children disabilities) and early education …

ABSTRACT This study examined strategies teachers applied to promote peer interactions between children with and without Special Educational Needs (SEN) in an inclusive preschool in Shanghai, China. Qualitative case study was used in which seven teachers from four inclusive classrooms participated. In-depth participatory observation and online documents were collected and qualitative content analysis was applied to analyse the data. The key finding suggests both preventive and interventive strategies are identified from five different levels: cooperation with different community stakeholders level; the classroom environment level; the curriculum plan level; the activity design level and the individual children with SEN level. Implications of the findings to promote peer interactions in inclusive early childhood settings and directions for future research are discussed.

Drawing from a social network perspective, we examined the extent to which children with and without disabilities play with each other in preschool inclusive classrooms and identified malleable child characteristics that would support children forming these cross-status play interactions. A total of 200 children with disabilities and 301 children without disabilities participated in this study (Mage = 52.39 months, SDage = 6.13). Results showed that children with and without disabilities did not differ in the extent to which they formed cross-status play interactions after pragmatic language and self-regulation were taken into account. However, typically developing children were more likely to form same-status play interactions than children with disabilities. Children’s cross-status play interactions were predicted by self-regulation ability, which was fully mediated by their pragmatic language. The impact of pragmatic language on the formation of cross-status play interaction was greater for children with disabilities than their typically developing peers.

… Peer effects specific to language growth were assessed for 670 preschoolers (mean age = … significant interactive effect of disability status (ie, the presence or absence of a disability) and …

This study aimed to compare the peer relationships of preschool children with special needs with their peers without special needs, to determine whether the special needs variable predicts the peer relationships of children or not, and examine the peer relationships of children with special needs in terms of gender and age variables. 56 preschool teachers and a total of 112 children, 56 with special needs and 56 without special needs, were enrolled in the study. The data were collected by using the Information Form and the Child Behavior Scale (CBS). The results of the study indicated that there were statistically significant differences between the children with and without special needs in prosocial behaviors, asocial behaviors, anxious-fearful behaviors, and hyperactivity behaviors subscale scores. However, there was no significant difference between aggression and exclusion behavior subscale scores. It is observed that being with special needs significantly predicts prosocial behaviors in favor of children without special needs, and asocial, anxious-fearful and hyperactivity behaviors in favor of children with special needs. Furthermore, it was determined that gender and age variables do not create a statistically significant difference in the peer relationships of children with special needs. The findings of the study support the requirement to develop effective intervention programs which will increase the peer relationships and peer acceptance of children with special needs in preschool inclusive classes.

… in regular early childhood settings may be … dren's peer interaction. The present study examined (a) differences between classroom teacher and resource teacher (early childhood special …

This paper reports on a small-scale study of the social interactions between six children labelled with special educational needs and their peers in their respective early years settings. Data from play observations, photographs and staff interviews is used to examine the dynamics of the connections that they make with other children. The position of these six children as active agents in making decisions about their peer interactions is highlighted and the ways that this agency is expressed is analysed. By focusing on the personal strategies that the children use to make social connections the findings contribute to the developing understanding of children's relationships within inclusive early years settings. In particular compatible play interests and personalities are identified as significant factors that attract children to one another in this case study. It also emerged that recurrent playmates did not feature consistently in the social exchanges involving this group of children. This factor is considered in the context of it being indicative of the social connections that children labelled with special educational needs pursue. Suggestions for further investigation are proposed and key practice messages offered around developing awareness and facilitation of social connections between children.

… monitor interventions to promote social interactions. This article describes the importance of peer social interactions for children’s development and then suggests how early educators …

… ratings than typical peers, they … peers who are not perceived as friends by their peer group. Hence, examining the friendships and interactive play of young children with special needs in …

… provides specific guidelines for interventions to promote peer interactions in preschool settings… practical application in early intervention/early childhood special education. Missoula, MT: …

Kaynastirma uygulanan siniflarda akran iliskilerinin incelenmesi amaciyla yapilan bu calismada; tam zamanli kaynastirmaya devam eden dort Down sendromlu cocuk ve siniflarindaki akranlari ornekleme alinmistir. Yapilandirilmamis gozlemler cocuklarin ogretmen tarafindan en az yonlendirildigi serbest zaman etkinlikleri esnasinda yapilmistir. Gozlemler her sinifta beser gun yaklasik 40'ar dakika surmustur. Sonuc olarak; yetersizlik gosteren cocuk ile akranlari arasinda olumlu sosyal iletisim davranislari olumsuz sosyal iletisim davranislarindan daha fazla gozlenmistir. Yetersizlik gosteren cocuklar oyuna alinmama, yetersiz gorulme, elestirilme ve materyali paylasamama davranislarinin ardindan sinirlenme, kizma davranislarini sergilemislerdir. Normal gelisim gosteren cocuklar ise yetersizlik gosteren cocugun olumsuz davranislarina cogunlukla tepkisiz kalmislardir. Normal gelisim gosteren cocuklarin, yetersizlik gosteren cocugu yeterli bulduklari her etkinlige kabul ettikleri ve yardimlastiklari fakat yapamayacagini dusundukleri etkinliklere katilmasini istemedikleri gozlenmistir.

… preschool years. In our data cooperative and complementary interaction starts with role play, and role play … The question thus arises, why is it possible for children in role play to act in …

ABSTRACT This study investigated whether two educational strategies, providing material and active adult support during play, promote pretend play quality in a group of preschoolers. The sample consisted of 101 preschoolers (50% females; mean age at t1= 43.02 months, SD= 5.94) from 14 Swiss educational play groups. These were randomly allocated to the experimental conditions: material (n=4 groups, n=35 children), play tutoring (n=5 groups, n=32 children), and treatment as usual (control; n=5 groups, n=34 children). Children’s and adults’ behavior during six play sessions, each lasting 30 minutes, was videotaped. Children’s play activities, social pretend play quality (SPPQ) and adults’ level of active pretend play support, were assessed using standardized observation tools. Research Findings: Material and play tutoring groups showed significantly higher frequency of pretend play than the control group. Regarding SPPQ, the material group scored significantly lower than the play tutoring group, but significantly higher than the control group. Additional analyses showed that differences in SPPQ between the control and material condition can be fully explained by adults’ active play support. Practice or Policy: The results suggest that providing roleplay material stimulates children to engage in social pretend play, but adults’ play support increases the quality of social pretend play.

… Pretend play is an early indication of a child’s ability to recognize mental states in others. … ticipate directly in social interactions with peers who have excellent play and interaction skills, …

… Teacher reports and direct observation were used to select target students who could benefit from a social interaction intervention. The intervention we selected, including role playing …

… Fantasy and role play are both a form of pretend play, which is the most widely studied form … of social interactions (ie to engage in longer interaction periods) would be rated as more …

4-5 year olds should learn to improve personal social development. One effective way to improve personal social development is to play a role. The purpose of this study was to determine the differences in role play in personal social development in preschoolers (ages 4-5 years). The methode this research is Pre-experimental design using One Group Pra Post test design with sample of 30 respondents. The Sampling technique using purposive sampling using statistical test of Wilcoxon. A data Collection is done use Denver II only on the social development sector before intervention and after intervention. The result of the research shows that before the intervention of playing role as much as 25 (80,6%) children experience delay in personal social development. After playing role intervention role play a number of 12 children experience improvement in personal social development, so a number of 10 (32,2%) normal child 18 (58,1%) coution 3 (9,7%) child delayed. The result of statistical test shows that there is a difference of role play to social development in preschool children (4-5 years) with significant value 0,001 (0,001 <0,05). The conclusion in this study is that proper simulation of preschoolers should be done to improve the social development of children.

The research is aimed at clarifying and comparing the influence of role play and project-based learning on the development of social competence in older preschoolers. The paper presents the materials of the pilot phase of the study. 30 preschoolers aged 5-6 years (average age 5.8 years) participated in the experiment. At the pre-test children’s executive functions were assessed using NEPSY-II subtests and ther social competence was assessed using the SCBE-30 test, which includes the scales "Social Competence", "Anxiety-detachment", "Anger-aggression". Further, the participants were distributed to three experimental conditions so that in each group there were an equal number of preschoolers with low and high levels of executive functions according to cluster analysis. In each group 12 meetings were held in accordance with the developed programs: Free play, Research project, Creative project. After completing the programs children's social competence was tested similar to the initial diagnostics. The results showed that preschoolers with a low level of executive functions had a stronger decrease in social anxiety in a free role play than in the project activities. At the same time, children with a high level of executive functions showed a greater decrease of the social anxiety when participating in a research project. Role play and project-based learning equally influenced the development of social competence. The results clarify and expand the possibilities of using the described activities for the social competence development in kindergartens.

This concept paper aims to provide early exposure and an understanding of the effectiveness of playing on the social development of children. Generally, children that play more are better at self-control, cooperation, thoughtfulness, sociable and have a higher social competence. There are various importances of play that are involved in the process of teaching and learning that affects the social development of children. This concept paper focuses on the theories, definitions, interests, and the components of the social development of children. This paper discusses the implications of play on the social development of children.

… pretend play is embedded in social interaction from its emergence … social pretend play of preschool aged children (3–6 years). The term social pretend play is generally applied to play …

… play with no social interaction, to contingent social interaction… of the social play and social pretend play stages that their … non-mediated social situations in the preschool (outside the …

… Social interaction was observed during social pretend play and nonpretend activities to … positive and mature social behaviors were differentially associated with the pretend context. A …

Jo Ann M. Farver, Yonnie Kwak Kim, Yoolim Lee, Cultural Differences in Korean- and Anglo-American Preschoolers' Social Interaction and Play Behaviors, Child Development, Vol. 66, No. 4 (Aug., 1995), pp. 1088-1099

… pretend play and unstructured social interactions. By observing children’s outdoor pretend play… was to investigate the relationships between different types of pretend play and children’s …

… there are any causal relationships between school pretend play and social competence, we … school pretend play independent of pretend play at home, the amount of home pretend play …

… a play environment may be utilized in inclusive preschool classrooms to expand play skills and social interactions … lining up toys in a specific way instead of using them for pretend play. …

Isolation from the peer social network can contribute to numerous adversities for children over time. The Promoting Early Engagement, Relationships, and Socialization (PEERS) peer-mediated intervention was designed to address the specific needs of preschool-aged children who are experiencing social isolation in their classroom and who also exhibit relatively less-developed pragmatic language skills than their peers. The aims of the present study were twofold: (1) to assess the impacts of PEERS on socially isolated children’s interactions with their peers, position within the classroom social network, and social and language skills; and (2) to examine social network, social skills, and language outcomes for children who assisted teachers in implementing PEERS, whom we refer to as “buddies.” Participants included 75 preschool-aged children (25 isolates/50 buddies) in 25 classrooms randomized to treatment (n = 12) or business-as-usual control (n = 13). Results showed that the PEERS intervention significantly increased isolated children’s peer interactions and cooperative play, with trends in a positive direction for increased degree centrality. Positive impacts were also seen for two of four measured social-skills outcomes. Buddies in treatment classrooms showed greater gains on two measures of social skills and pragmatic language skills. Study findings suggest that peer-mediated intervention can have positive effects for both isolated target children and implementing buddies, but the mixed effects support the need for further investigation of peer-mediated interventions in preschool settings with larger samples.

… preschool children with ASD and six peers participated. The peer intervention took place in early childhood classrooms during play sessions with blocks and play dough. A single-…

Abstract Enabling peer play for preschool children with low social skills requires targeted measures for their social development and learning and interactions between them and their peers. Play Time/Social Time (PT/ST) is a peer-mediated instruction and intervention (PMII) with that purpose. This case study explored how four preschool teachers perceived the opportunities and obstacles of PT/ST, and how PMII compared to their current practices in inclusive Swedish preschools. Multiple data were collected: an intervention rating profile (IRP), audio-recorded coaching sessions, logbooks, checklists, and a group interview. The IRP revealed that the teachers rated PT/ST as highly feasible. Through qualitative analysis, we interpreted three themes demonstrating their perceptions: Special educational situations, Conditions for applications, and Professional reflections and learning. Concerning opportunities, the teachers perceived that PT/ST contributed to social skills progress and increased peer play for the target children. They also perceived that PT/ST contributed to their current practices when used regularly and responsively by clarifying learning content, procedures, and goals for social skills and play. Obstacles to PT/ST reflected situational thresholds for simultaneous play between the target children and peers and organisational conditions that complicated applications of PT/ST. Implications for inclusive preschool practice and research are discussed.

… play skills to children with autism in inclusive settings is through peer-mediated interventions ([… A portrait of peers within peermediated interventions: A literature review. Focus on Autism …

… the impact of a peer-mediated intervention on preschool children's participation within routine … ever John/Beth or their peer trainer en play with their peers during free play. form of …

ABSTRACT Peer-mediated interventions are highly effective strategies in supporting the development of social skills for young children; however, research has focused on how peer-mediated interventions are beneficial for children with social communication challenges such as Autism Spectrum Disorder. The goal of this study was to measure the efficacy of Stay, Play, & Talk for typically developing children in an inclusive child care setting to extend the use of the intervention beyond its previous focus on children with identified or suspected social communication challenges. Using pre- and post-intervention measures, social skills (communication, cooperation, empathy, and responsibility) increased significantly and problem behaviors (hyperactivity/inattention and internalizing behaviors) decreased significantly for children in the intervention group; whereas, their peers in the control group experienced significant increases in communication skills and bullying behaviors. These findings provide preliminary support for the efficacy of this peer-mediated intervention in supporting the development of social skills in typically developing young preschool-aged children.

Two preliminary pilot phases of a peer-mediated social skills program—Stay, Play, and Talk—within inclusive early years settings in Ontario, Canada, investigated changes in observed social interactions and perceived social skills. In Phase 1, a single-subject AB design demonstrated increases in total social interaction units for two of three kindergarten participants during structured activities, and pre- and post-intervention educator ratings demonstrated small social skill increases with peers for all three participants. In Phase 2, pre- and post-intervention educator ratings for nine participants in a group design demonstrated increases in play interaction and disruption and decreases in play disconnection, with a large effect size for increases in play interaction. Findings suggest that program participation within structured settings may support social skills gains for children with social communication difficulties.

PURPOSE A common goal of peer-mediated interventions is to train peers to successfully initiate and maintain social and linguistic interactions with a target child in the classroom. Ample evidence indicates that peer-mediated interventions improve social and linguistic outcomes for students in the primary and later grades with developmental disabilities; however, relatively little work has focused on applying these approaches to socially isolated preschoolers who are vulnerable to academic and social challenges. In this early-stage feasibility study, we examined the potential of Promoting Early Engagement, Relationships, and Socialization (PEERS), a peer-mediated intervention designed to support socially isolated preschoolers. The main goal was to consider whether the intervention showed promise for improving the social and linguistic experiences of young, isolated children and was appropriate for implementation in a preschool setting. METHOD In one preschool classroom, two peers who were well connected to their classmates were trained via storybook-based activities to provide social support to an isolated classmate. In-person and sensing technology observations were used to examine the target student's incoming peer interactions, outgoing peer interactions, and physical proximity to peers. RESULTS In-person observations showed a trend toward increased interactions; sensing technology data, which provided longer snapshots of classroom experiences, were more variable. In addition, teachers perceived PEERS to be appropriate and effective. CONCLUSION The findings of this study support further investigation of storybook-based peer-mediated interventions in preschool settings to improve the social and linguistic experiences of children who are socially isolated.

Abstract Purpose: This study investigates the effects of peer-mediated intervention on the responses and initiations of pre-schoolers (aged 4;2–5;1) with Autism Spectrum Disorder (ASD). Method: A speech-language pathologist and three early childhood educators trained typically-developing peers to facilitate responses and initiations from three pre-schoolers with ASD during playtime. A multiple baseline design across subjects was used to determine the effects of the intervention. Play sessions between the children with ASD and their typically-developing peers were videotaped. Videotapes were analysed using an interval coding system in order to collect information regarding responses and initiations. Result: All three target children demonstrated improvements in their responses and initiations to their peers during intervention. Moreover, they maintained these gains 4 weeks later and generalized their response and initiation skills to an untrained peer. Social validity data, obtained using unbiased, independent, lay, observers to rate the children's performance provided external validation of an observable treatment effect (i.e. increased responses and initiations) following intervention. Conclusion: The results suggest that training typically-developing peers to implement intervention strategies using the collaboration between a speech-language pathologist and early childhood educators may be an effective model of service delivery to enhance peer interaction skills of pre-schoolers with ASD.

… play were dearly associatedwith the peer intervention for 4 of the 5 children with autism. This intervention offers an alternative peer-intervention … : peer-mediated intervention, preschool …

Children with autism spectrum disorder (ASD) and other developmental disabilities are at risk of isolation from same-aged peers. Furthermore, research indicates that even in inclusive settings, children with ASD benefit from targeted interventions and support. Among the social communication skills that are frequently absent in children with ASD is joint attention. Joint attention can be defined as shared engagement between two individuals on a third object or event and has been identified as potential pivotal skill for later development of age-appropriate social skills and communication. A growing body of literature documents effective intervention on joint attention skill for young children with ASD; however, few studies document the effects of an intervention mediated by a natural change agent. In the present study, independent concurrent multiple-baseline designs were used to evaluate the impact of a joint attention intervention combined with peer training on the response to joint attention (RJA) behaviors exhibited by seven preschoolers with ASD. Results indicated that RJA behaviors increased overall, the seven peers were able to carry out a simple intervention with fidelity, and that both bids from peers and responses to those bids increased following intervention. Limitations and opportunities for future research are discussed.

Vol. 23, No. 1, March 2020 YOUNG EXCEPTIONAL CHILDREN Connor and Sam are classmates attending an inclusive preschool in their local community. Both Connor and Sam have a diagnosis of autism, which has affected the ways they participate during play opportunities in their classroom. When other children approach him during play, Connor typically ignores their attempts or moves away to prevent them from taking his toys. Connor’s favorite television show is Sesame Street and his play often involves lining up Sesame Street toys. Although Connor has some basic communication skills, during play he tends to use delayed echolalia revolving around dialogue from Sesame Street. Sam often wanders around the room by himself during free play or relies on a single play scheme in which he and the other children pretend to be in a restaurant. Although Sam’s communication is more developed than Connor’s, he always takes on the role of waiter and has a hard time developing play for other characters. Sam and Connor’s teachers recognize that both boys may need support in their pretend play and are wondering what strategies they can use to help them. Decades of research have illustrated the linguistic, social, and cognitive growth that occurs in the context of play (e.g., Baron-Cohen, 782179 YECXXX10.1177/1096250618782179Young Exceptional ChildrenPeer-Mediated Play Interventions / Patry and Horn research-article2018

… use of a peer-mediated intervention. Studies were excluded if peer behavior and/or involvement in intervention … Peer-peer role play and/or practice was facilitated in six studies (19%). …

The absence of direct intervention and peer and staff training can contribute to social isolation in children with autism spectrum disorder (ASD). Effective interventions are needed to realize the benefits of inclusive education. This study examines the effects of a multicomponent, peer-mediated intervention on the social communication behaviors of children with ASD and their typical peers in inclusive preschool classrooms. A multiple-probe design across three dyads was used to examine the effects of the multicomponent intervention on social initiations and social communication exchanges. Improved social communication exchanges between children with ASD and their peers resulted for each dyad. In contrast to previous research, children with ASD demonstrated increased social initiations but less positive effects for social responses. The study contributes to an emerging body of literature that examines the effects of multicomponent peer-mediated interventions on social communication among preschool children with ASD.

… ity of turns taken by focal children and peers in games, the number of questions asked and … is that peer-mediated interventions with these four characteristics ensure that preschoolers …

peers are used as instructional agents or helpers in orchestrating students' learning. Greenwood,

… The aim of this study is to adapt a complex intervention to improve play skills in children with … intervention sessions involving video modelling, therapist- and peer-mediation and free play…

… pretend play in children with disabilities. Sixteen studies were found using experimental designs to evaluate pretend play … that pretend play interventions need to program peer media…

… participates in an Integrated Play Group with one other classmate with special needs and three typically developing peers from third and fourth grade general education classes. These …

… play with toys in the same manner as his peers and near his peers, which means teaching him to engage in pretend play… The purpose of this article is to define pretend play (based on …

… pretend play and peer interaction, typical children develop the understanding of the relationships between peers and adults and the ability to infer others' needs… of special education and …

… Inclusion criteria for child participants were (a) educational eligibility for special education … physical initiations to a peer or responses to a peer related to the pretend play activity and …

… All teachers (100%), and 91% of families indicated it was very important for the children to play with peers, exhibit pretend play with peers, and to have tools to help children …

… play skills for participation in pretend play with peers. In this article the features of social pretend play are described and cognitive and social play … in social pretend play are identified. …

… and research efforts give testimony to the benefits of having peers without disabil ities in programs for preschool … Our data support the notion that the peer models make a pos itive …

In early childhood development, one of the important agents that influences children’s development is their peers. Children are equipped with social skills and learn about social norms and processes in a secure and supportive environment through interactions with their peers. The study focuses on three main aspects of peer interaction, including communication, prosocial behaviour and conflict resolution. It aims to explore the capability of the buddy system in children’s peer interactions in a Malaysian inclusive preschool classroom. Using a qualitative research design, the study conducted a buddy system for 8 weeks with designated activities focused on the three dimensions stated earlier. Data collected through naturalistic observations with a checklist, reflective field notes, video and photo documentation were analysed using triangulation. The final analysis shows potential improvement in children’s interaction for all three dimensions, even though the results fluctuated in some. In summary, the study suggests that child-friendly and appropriate social activities could lead them to positive social interactions, while taking into account individual differences and unavoidable factors.

ABSTRACT Reviews concerning the enhancement of preschool children’s social competencies reveal areas within which teacher approach, definitions of social competence and methods of study can be enhanced. In response, teachers and researchers co-developed and introduced a peer-based relational intervention to support children’s communication, empathic response and non-homophilic choice of friendship/work mates. Within this design-based approach, a three-phase comparison was made in 14 English preschool classrooms. Results identified changes attributed to the intervention regarding: teacher behaviour (movement from giving directions to observation and support); child behaviour (enhanced reciprocal communication, empathic response to others and engagement in cognitively challenging activities) and an expansion of socially inclusive play/work mates. Not all teachers/classes responded to the relational approach in the same manner: those that engaged actively in the approach encouraged more social competence enhancements amongst children; those with lower engagement identified support/implementation problems and children showed less social competence advances.

… peer interactions when designing interventions (Blair, Umbreit, & Eck, 2000). Developing intervention strategies that facilitate positive peer interaction … intervention on peers should be a …

… Our findings, therefore, support the importance of building a bridge between theory and … facing the participating preschool teachers was finding time for the action research. They found it …

ABSTRACT Self-regulation facilitates healthy development and positive adaptation across the life course, and deficits are linked to negative health outcomes. Self-regulation development is thus an important target for universal prevention interventions in early childhood. A well-established research base addresses the significance of caregiver relationships and environmental supports in self-regulation development during early childhood. However, the potential influence of peers has received less attention. Emerging evidence suggests a relationship between self-regulation skills and peer interactions; yet, these processes have been underexplored in the context of early childhood interventions, and the critical question of whether early childhood social environments could be engineered to maximize self-regulation development has been unaddressed. This paper presents empirical evidence and conceptual arguments for peer influences in self-regulation development in early childhood and reviews existing self-regulation interventions with an emphasis on a potential role for peer processes. Implications for future research and universal prevention programmes and policies are discussed.

Children with complex communication needs confront many barriers to peer interaction and, without intervention, are at risk for social isolation, even in inclusive classrooms. The aims of this pilot study were to determine the feasibility of training a preschool teacher to implement a peer interaction intervention and to measure the impact on the participating children. The teacher in this study was taught to program an AAC app and to implement a peer interaction intervention. The teacher’s positive perception of the training and intervention, along with the social improvements seen in this pilot study are promising. More research is needed to increase confidence in the effectiveness of this training to support teacher-implemented intervention and peer interaction in inclusive classrooms.

… interaction is an area of weakness for an individual child, then certainly we will never identify the child’s vulnerabilities in peer interaction, nor will we see the need for intervention. No …

… The adult-to-child ratio was related to disruption of peer interaction and restrictive interventions, such that a higher ratio of adults to children was associated with lower proportions of …

… Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children… the story in their dramatic play. Moreover, other …

Çalışma, kaynaştırma uygulaması yapılan okul öncesi sınıflarında drama eğitiminin çocukların sosyal etkileşimleri ve sosyal becerileri üzerindeki etkililiğinin incelenmesi amacıyla yapılmıştır. Araştırmada, drama eğitiminin çocukların sosyal etkileşim ve iş birliği-yardımlaşma-paylaşma davranışları üzerindeki etkisini değerlendirmek amacıyla ön test, son test ve kalıcılık testi kontrol gruplu deneysel desen kullanılmıştır. Araştırmanın evrenini, 2016-2017 eğitim-öğretim yılında Afyonkarahisar il merkezindeki Milli Eğitim Bakanlığı’na bağlı bağımsız anaokullarının bünyesinde ve kaynaştırma uygulaması yapılan anasınıflarına devam eden 60 - 66 aylık normal gelişim gösteren ve özel gereksinimli çocuklar oluşturmaktadır. Araştırmanın örneklemi amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılarak belirlenmiştir. Araştırmanın amaçları doğrultusunda bir hafif düzeyde zihinsel yetersizliği olan çocuğun bulunması, anasınıfı öğretmenlerinin daha önce lisans eğitimleri esnasında aldıkları drama dersi dışında drama eğitimi almamış olması ve çocukların müfredatları dışında drama eğitimi almamış olmaları temel ölçüt olarak belirlenmiştir. Belirlenen ölçütler doğrultusunda on sekiz çocuk deney grubunu, on sekiz çocuk kontrol grubunu oluşturmuştur. Araştırmada, “Çocuklarda Etkileşim Dereceleme Ölçeği (ÇEDÖ)” ve “İşbirliği-Yardımlaşma-Paylaşma Davranışları Gözlem Formu (İYPGF)” kullanılmıştır. Hacettepe Üniversitesi Drama Eğitim Programı (HÜDEP) kaynaştırma uygulaması yapılan sınıflarda çocukların sosyal etkileşimlerini ve iş birliği-yardımlaşma-paylaşma davranışlarını desteklemek amacıyla araştırmacılar tarafından hazırlanmış ve sekiz hafta, 16 oturum olarak uygulanmıştır. Deney grubundaki çocuklara okul öncesi eğitim programlarına ek olarak sekiz hafta süreyle haftada iki kez HÜDEP uygulanmıştır. HÜDEP’in etkilerini görebilmek için veri toplama araçları ile ön test, son test ve son testten bir ay sonra kalıcılık testi uygulanmıştır. Araştırma sonucunda, deney grubuna uygulanan HÜDEP’in çocukların etkileşim becerilerini ve iş birliği-yardımlaşma-paylaşma davranışlarını arttırdığı sonucuna ulaşılmıştır. Kontrol grubundaki çocukların da etkileşim becerilerinde ve iş birliği-yardımlaşma-paylaşma davranışlarında artış olduğu görülmüştür. Artışın hangi grupta daha fazla olduğunu belirlemek için deney ve kontrol grubundaki çocukların ölçeklerden aldıkları ön-son test fark puanları karşılaştırılmıştır. Karşılaştırma sonucunda deney grubunun lehine istatistiksel olarak anlamlı farklılık olduğu görülmüştür.

… -dramatic play is a leading source of children’s development informed this study. From this standpoint, the key characteristics of children’s play … setting up an inclusive play context must …

… Although dramatic inquiry has applications for multiple grade … dramatic inquiry in the early childhood special education … -to-student collaboration through dramatic play. As students …

… as a pedagogic tool for this project is substantiated by the close form-based convergence between drama and children's own pretend play, by the collective character of the activities, …

In this study, we examined how preschool students with language delays engaged in interactive dialogue during regular circle time and dramatic inquiry activities. Using frequency recording of three preschool students’ linguistic engagement and multimodal analysis of classroom video data, this article explores how these students produced social, instructional, and academic language as well as multimodal actions to engage in interactive dialogue with their teachers and peers. Overall, students exhibited higher levels of linguistic engagement during traditional instruction; however, multimodal analysis revealed the ways students engaged in interactive dialogue during dramatic inquiry was far more complex. We conclude that dramatic inquiry created opportunities for students to learn and produce academic language and corresponding multimodal actions while regular instruction provided students opportunities to practice social and instructional language. Our analysis demonstrates the complexities of how preschoolers with language delays use different forms of verbal and non-verbal language to share their personal experiences and content knowledge with others. In all, this study emphasizes the importance of considering both quantitative and qualitative data when trying to understand how preschoolers engage in interactive dialogue in the classroom.

Background Peer mediated intervention (PMI) is a promising practice used to increase social skills in children with autism spectrum disorder (ASD). PMIs engage typically developing peers as social models to improve social initiations, responses, and interactions. Method The current study is a systematic review examining PMIs for children and adolescents with ASD conducted using group designs. Five studies met the pre-specified review inclusion criteria: four randomized controlled trials and one pre- and post-test design. Results Four of the studies were conducted in school settings, whereas one study was conducted in a camp setting. The studies all reported that participants improved in social skills (e.g., social initiations, social responses, social communication) post intervention. Additionally, sustainment, generalization, and fidelity of implementation were examined. Conclusion PMI is a promising approach to address social skills in children with ASD, and this approach can be conducted in meaningful real-word contexts, such as schools. Limitations of the studies as well as future directions are discussed.

… This review involved a systematic analysis of studies that focused on the use of peer-mediated interventions (PMI) in the treatment of individuals with autism spectrum disorders (ASD). …

Recess plays an integral role in the social and emotional development of children given the time provided to engage in interactions with others and practice important social skills. Students with ASD, however, typically fail to achieve even minimal benefit from recess due to social and communication impairments as well as a tendency to withdraw. Implementation of evidence-based interventions such as peer-mediated social skills groups, are necessary to ensure recess is an advantageous learning environment for students with ASD. A multiple-baseline design across participants was used to determine if a functional relationship exists between a social skills instructional program combined with peer networks with school staff as implementers and increases in level of communicative acts for participants with ASD at recess. Results indicate all participants demonstrated an immediate increase in the number of communicative acts with the introduction of the intervention. Implications for practice are discussed.

… to examine the effects of a peer-mediated LEGO® play intervention on improving social skills for … intervention consisted of LEGO® construction activities incorporated with peer-mediated …

… play interventions for children with ASD have focused on lower level social skills outcomes, such as joint attention or initiating interactions with peers (… Peermediated interventions have …

Children with ASD face enormous challenges in the area of social functioning. Research has shown that impairments in social functioning distinguish this population from both typically developing children and children with disabilities. This study incorporated several evidence-based social skills-teaching procedures (i.e., direct instruction, priming, prompting, peer-mediation, contingent reinforcement, and token economies) directly in the recess setting to increase appropriate social behaviors for four children with ASD (ages 6–8). Elements of Peer Networks and Pivotal Response Training (two types of social skills intervention packages in the literature) were included. Results showed significant increases in social communication between focus children and their peers, as well as generalization of skills to non-intervention recesses.

Social Emotional NeuroScience Endocrinology Theatre is a novel intervention program aimed at improving reciprocal social interaction in youth with autism spectrum disorder (ASD) using behavioral strategies and theatrical techniques in a peer‐mediated model. Previous research using a 3‐month model showed improvement in face perception, social interaction, and reductions in stress. The current study assessed a 2‐week summer camp model. Typically developing peers were trained and paired with ASD youth (8–17 years). Social perception and interaction skills were measured before and after treatment using neuropsychological and parental measures. Behavioral coding by reliable, independent raters was conducted within the treatment context (theatre) and outside the setting (playground). Salivary cortisol levels to assess physiological arousal were measured across contexts (home, theatre, and playground). A pretest–posttest design for within‐group comparisons was used, and prespecified pairwise comparisons were achieved using a nonparametric Wilcoxon signed‐rank test. Significant differences were observed in face processing, social awareness, and social cognition (P < 0.05). Duration of interaction with familiar peers increased significantly over the course of treatment (P < 0.05), while engagement with novel peers outside the treatment setting remained stable. Cortisol levels rose on the first day of camp compared with home values yet declined by the end of treatment and further reduced during posttreatment play with peers. Results corroborate previous findings that the peer‐mediated theatre program contributes to improvement in core social deficits in ASD using a short‐term, summer camp treatment model. Future studies will explore treatment length and peer familiarity to optimize and generalize gains. Autism Res 2014,7: 4–16. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.

Purpose This randomized controlled trial evaluated the effectiveness of a play-based pragmatic language intervention for children with autism. Methods A sample of 71 children with autism were randomized to an intervention-first group (n = 28 analyzed) or waitlist-first (n = 34 analyzed) group. Children attended 10, weekly clinic play-sessions with a typically developing peer, and parents mediated practice components at home. The Pragmatics Observational Measure (POM-2) and the Social Emotional Evaluation (SEE) evaluated pragmatics before, after and 3-months following the intervention. Results POM-2 gains were greatest for intervention-first participants (p = 0.031, d = 0.57). Treatment effects were maintained at 3-month follow-up (p < 0.001–0.05, d = 0.49–0.64). POM-2 scores were not significantly different in the clinic and home settings at follow-up. Conclusion Findings support the combination of play, peer-mediation, video-feedback and parent training to enhance pragmatic language in children with autism.

… role peer mediation has in intervention planning and implementation for children with ASD. … and their typical peers. Further, we present a description of a peer play intervention project …

… Firstly, we confirmed the effectiveness of the PLF in improving the play performance for peers and the intervention effect size was similar to the improvements for their play partners with …

… with children with autism, and to more opportunities for learning. This article will review the research on peer-mediated social skills training strategies used with children with autism. The …

Background Peer-mediated intervention (PMI) is an intervention that teaches normally developing peers to help children with autism spectrum disorder (ASD) actively participate in social interactions. Previous studies have shown that PMI applied to school settings is effective for children with ASD, but more multiple-baseline single-subject design. Many questions are still not clear due to the large clinical variability in children with ASD. This study investigated the effectiveness of PMI on social skills of children with ASD at varying symptom levels and analyzed the specific changes. Methods This study used a randomized, single-blind, parallel-controlled design to analyze the effect of PMI in a hospital setting. Fifty-five children aged 4–12 years were diagnosed with ASD by clinicians using the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and stratified randomly allocated to either the experimental group or the control group using the envelope method. The experimental group utilized PMI, whereas the control group utilized behavioral therapy based on applied behavior analysis (ABA) [early intensive behavioral intervention (EIBI)]. This study primarily utilized the Social Responsiveness Scale (SRS) to evaluate the social performance of autistic children prior to and after the intervention. Results Fifty-five participants were recruited and analyzed, the experimental group (n=29; mild to moderate n=18, severe n=11) and the control group (n=26; mild to moderate n=15, severe n=11). After the intervention, the experimental group’s SRS score fell significantly more than the control group’s (t=−3.918, P=0.000), d=−1.043; the mild to moderate subgroup experienced the same situation (H=17.811, P=0.009), d=−1.642. At the same time, the decline in social communication scores was significantly greater in the experimental group compared to the control group (t=−3.869, P=0.000), and the 95% confidence interval was −10.067 to −3.193. The social motivation of the mild-to-moderate subgroup of the experimental group (H=16.894, P=0.011), −3.000 (25th percentile, 75th percentile: −3.000, 0.000), and the behavioral patterns of autism (H=18.150, P=0.006), −3.000 (25th percentile, 75th percentile: −5.000, 0.000), the decreased value was significantly larger. Conclusions PMI therapy can increase social motivation in children with mild to moderate ASD, minimize undesirable behavior patterns, effectively improve overall social skills and enhance effective social communication with others. Trial Registration Chinese Clinical Trial Registry ChiCTR2100049185.

Autism Spectrum Disorder (ASD) is characterized by difficulties with social interaction and communication, which manifest at school especially in less structured situations such as recess. Recess provides opportunities for relationship with peers in a natural context, for which students with ASD may not be equipped with the necessary skills to use without support. Using a single-case design, we evaluated an intervention applied in recess to improve the social interaction skills of a student with high-functioning ASD mediated by his peers without ASD, in second grade of elementary school. This intervention includes different strategies to initiate the peers without ASD, using direct instruction, modeling, and social reinforcement carried out in the recess setting. After 14 sessions, changes were observed in the rates of initiating and responding to interactions, and a negative trend in the percentage of time that the student maintained low-intensity interactions or was alone. Teachers and family perceived improvements in social skills, more peer acceptance, and increase in the frequency and duration of social interactions. This intervention can help teachers to apply research-based practices to improve some social interaction skills in high-functioning students with autism in inclusive school environments.

causal, and thematic aspects. Developmental Psychology, 44, 707–721. https://doi.org/10.1037/0012-1649.44.3.707 Rathmann, C., Mann, W., & Morgan, G. (2007). Narrative structure and narrative development in deaf children. Deafness and Education International, 9(4), 187–196. https://doi. org/10.1179/146431507790559932 Reese, E., Yan, C., Jack, F., & Hayne, H. (2010). Emerging identities: Narrative and self from early childhood to early adolescence. In K. C. McLean & M. Pasupathi (Eds.), Narrative development in adolescence: Creating the storied self (pp. 23–43). Springer. Weigle, T. W., & Bauer, P. J. (2000). Deaf and hearing adults’ recollections of childhood and beyond. Memory, 8(5), 293– 309. https://doi.org/10.1080/09658210050117726 Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III. Riverside.

Purpose – This study aims to assess the impact of a social intervention program on enhancing cooperative play skills among early childhood learners. Cooperative play is essential for promoting children’s social, emotional, and behavioral development, including responsibility, teamwork, and interaction with peers and others.Design/methods/approach – The study adopted a quantitative approach with an experimental design. Data were collected through role-play activities embedded within a social intervention program. The research involved early childhood learners, and their social behaviors—such as cooperation and responsibility were assessed using structured online questionnaires via Google Forms. The results were analyzed using statistical methods, including T-tests conducted in SPSS.Findings – The findings indicate a significant improvement in cooperative play skills after participating in the social intervention program. Children demonstrated increased collaboration, a stronger sense of responsibility, and improved social interaction. The program effectively fostered social competencies and emotional awareness among early childhood learners.Research implications/limitations – The study is limited to a specific group of early childhood learners and a short intervention period. Future studies should consider a longer intervention duration, larger sample sizes, and diverse educational settings to ensure broader applicability of the findings.Originality/value – This research highlights the value of structured social intervention programs in early childhood education. It provides practical implications for educators and caregivers aiming to cultivate children's social skills through meaningful, developmentally appropriate play-based strategies.

… As social communication skills develop and evolve in children with … the play and communication initiations of children with and without hearing loss who possess similar communication …

Abstract The fact that human is a living creature who has the ability to think, talk and communicate distinguishes him from other creatures. Since the quality of the communication human establishes with himself and his environment is related to the skills he possesses, it is obvious that social skill are of vital importance in life period of human. This study aims at reviewing studies of bringing social skills for children in preschool period. Within the direction of such objection, 20 experimental studies 45% (n:9) of which is carried out in Turkey and 55% (n:11) of which is performed in other countries have been reviewed. Accordingly, it is seen that social skill education programs such as play-based, family or teacher involved programs, programs with drama activities, story activities, cooperative programs, and project - based programs are applied for children in preschool period to gain social skills. As a result of those studies, it is found that social skill education programs are effective over skills such as assertiveness, aggressiveness, social adaptation. In this context, it is seen essential to increase studies aimed at bringing and improving social skills and to extend effective social skill education programs.

… for targeting preschoolers' social communication skills during peer entry and cooperative play … identification of appropriate social communication targets, addressing and facilitating …

Cooperative and play-based learning are widely recognized as effective preschool pedagogical approaches that support preschoolers’ development. This study examined how both …

… of the application of narrative play in the development of cooperative skills of preschool-age children. … mentioned that narrative play develops social skills and improves children’s social …

Play has been used as an intervention or evaluation tool for children. Developing a social play evaluation tool can provide clinical criteria for intervening in social play. We aimed to develop a social play evaluation tool for preschool children based on Parten’s stages of development. We tested the construct validity of the scale using confirmatory factor analysis and Rasch analysis, and the known-groups validity by examining the Rasch-calibrated mean score differences across age groups. A total of 40 preliminary items—17 items for associative play and 23 items for cooperative play—were examined. There were significant differences in the scores for associative play between ages 3 and 6 (F = 2.65, p = 0.049), and for cooperative play between ages 3 and 5, 3 and 6, and 4 and 6 (F = 10.44, p < 0.0001). The findings could contribute to subsequent development and validation of occupational therapy programs on play.

… are to examine the social competence of preschool playgroups differing in emotional competence, and to explore the possible contributors to this emotional competence. We highlight …

… , eg ‘cooperative with peers’). … social skills training (SST) facilitated-play program developed in the current study was the first specifically designed to Social Skills for Inhibited Children …

Background:Successful school experience is influenced by children’s ability to manage their emotions and relationships with others. Peer play provides an important learning context for the early development of social competence, but not enough is known about the emergence of peer relationships in the pre-school years. Our study explores peer play in 2- to 3-year-olds, identifying the roles played by temperament and emotion understanding, and examining convergence between parent and practitioner assessments of social behaviour.Methods:106 children aged 2 to 3 years yielded data from three questionnaires: the Goodman (Goodman & Scott, 1999) Strengths and Difficulties questionnaire, rated by parents and practitioners; the Rothbart et al.’s (2001) Child Behaviour Questionnaire measure of temperament, rated by parents; and the Fantuzzo et al.’s (1995) Penn Interactive Peer Play Scale, rated by practitioners. A subsample of 28 children completed emotion recognition and prediction tasks adapted from Denham (1986).Results:Parent ratings of children’s temperament – particularly effortful control/self-regulation and surgency/extraversion – predicted practitioner ratings of socio-behavioural and peer play competencies. Also, emotion understanding predicted interactive peer play competencies and pro-social behaviour. There was agreement between parent and practitioner ratings of pro-social behaviour, but there was evidence of divergence in judgements about behaviour problems.Discussion:The findings show the importance of exploring play situations as a context for understanding the emergence of peer relationships and social competence in the pre-school years. They also highlight the links between parental judgements and practitioner perceptions of young children’s interactions. Implications for our understanding and promotion of children’s social competence are discussed, with attention to possible impacts on learning.

… of early social emotional skills, we provide herein information on the utility of a play-based measure with a sample of preschool children considered to be at risk for academic difficulties. …

Autism Spectrum Disorder (ASD) presents challenges in social interaction skill development, particularly in turn-taking. Digital interventions offer potential solutions for improving autistic children’s social skills but often lack addressing specific collaboration techniques. Therefore, we designed a prototype of a turn-taking collaborative tablet game, StarRescue, which encourages children’s distinct collaborative roles and interdependence while progressively enhancing sharing and mutual planning skills. We further conducted a controlled study with 32 autistic children to evaluate StarRescue’s usability and potential effectiveness in improving their social skills. Findings indicated that StarRescue has great potential to foster turn-taking skills and social communication skills (e.g., prompting, negotiation, task allocation) within the game and also extend beyond the game. Additionally, we discussed implications for future work, such as including parents as game spectators and understanding autistic children’s territory awareness in collaboration. Our study contributes a promising digital intervention for autistic children’s turn-taking social skill development via a scaffolding approach and valuable design implications for future research.

… autistic children engage in collaborative play with their peers. This can be used as a method of peer intervention to help the children develop social and communication skills through …