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

同伴冲突是幼儿园日常活动中的常见现象，教师的干预方式不仅关乎冲突的即时化解，更影响幼儿冲突解决策略的习得质量与社会性发展进程。本研究以某市幼儿园为研究现场，综合运用文献法、案例法与观察法，通过实地观察教师处理幼儿同伴冲突的具体行为，发现当前教师干预存在诸多问题：干预目的上片面追求安全管控、过度侧重维护教学秩序，甚至夹杂宣泄个人负面情绪的倾向；干预方式上则存在消极回避、简单武断等负面倾向。针对上述问题，本研究提出优化策略：加强教师专业培训以提升干预素养，优化幼儿园环境以构建干预支持系统，推进家园合作以凝聚教育合力，关注幼儿个体差异以实施个性化干预。研究旨在改善教师干预幼儿同伴冲突的有效性，助力幼儿形成自主解决冲突的能力，促进其社会性健康发展。

家庭教养方式是塑造幼儿社会能力的重要因素，本研究以320名3-6岁幼儿为对象，通过父母报告、教师评价收集数据，探究其对幼儿同伴交往能力的影响及内在机制；研究发现，一是控制人口学变量后，权威型教养能显著正向预测幼儿的同伴交往能力，专制型教养则有显著负向预测作用，二是幼儿的自我控制能力在权威型教养与同伴交往能力间发挥了部分中介作用，间接效应占比28%。这表明温暖而坚定的教养方式，能直接促进幼儿社交技能发展，也能通过提升其自我调节能力间接起作用，该发现为家庭教育干预提供了实证依据，也建议育儿指导中重视培养幼儿的自主管理能力，以此优化幼儿的同伴互动质量。

本研究聚焦于自主游戏在儿童发展中的作用，通过对《评估指南》的应用分析，深入探讨师幼互动与儿童社会性及认知发展的关系。通过对自主游戏的定义、特征以及其与师幼互动的关系进行阐述，建立了研究的理论框架，并概述了《评估指南》编制背景与实践应用。随后，本文具体剖析了优质师幼互动在促进儿童社会和认知能力方面的积极影响。本文最终总结了自主游戏在儿童发展中的重要作用，为教育实践提供了有益的指导和评估工具。

在幼儿教育领域，混龄游戏与社会情感能力培养的融合正成为新趋势。部分蒙氏幼儿园已开展混龄游戏，但多数幼儿园仍实行分年级教学，幼儿长期仅与同龄伙伴互动，这在一定程度上限制了其社会交往能力的发展。鉴于此，本项目聚焦于混龄游戏如何助力幼儿社会情感能力培养，并探索在普通幼儿园中适时开展混龄游戏的有效策略。

The deficit in social communication and interaction is one of the core symptoms of children with autism spectrum disorder (ASD). The preschool years are crucial for children with ASD laying the groundwork for social integration and mainstream school entry. Inclusive education is cornerstone of this educational and rehabilitative process. Due to the significant individual differences and functional impairments in social interaction among children with ASD, a tiered intervention model has been proposed to better support their integration into school learning and group life in preschool settings. This model addresses the heterogeneity and individualized needs of children with ASD and the corresponding need for individualized education. It involves implementing targeted social skills training based on comprehensive assessments of each child's abilities and needs. Furthermore, to effectively promote and implement this intervention model, several recommendations are proposed: developing social goals according to the level of support required by the child; applying applied behavior analysis-based intervention approaches; facilitating the involvement of typically developing children in peer support; enhancing teachers' expertise and skills related to ASD; and increasing parents' awareness and understanding of ASD.

In peer-mediated interventions, nondisabled peers are systematically taught to engage children with disabilities in positive social interactions, with the aim of helping the latter acquire new, targeted social skills. Peer-mediated interventions have been used to enhance the social and play skills of young children with disabilities for many years and continue to be commonly employed with these children in classroom settings. Because of the frequency of use, it is important to know the level of empirical support for this instructional practice. Our objective for the overview reported here was to evaluate systematic reviews of peer-mediated interventions for young children under the age of 5 years with or at risk for disabilities. We conducted an overview of reviews, a method used for evaluating existing research reviews. We searched electronic databases and other sources for published articles presenting the results of reviews of studies on peer-mediated interventions meeting our criteria. We then synthesized the findings across reviews to formulate conclusions on the interventions’ effects and thus to make practice recommendations. We located 10 reviews in which 47 studies with 114 young children with a variety of developmental disabilities were discussed. In these studies, peer-mediated interventions typically occurred in natural settings such as inclusive classrooms and children’s homes. The findings from all 10 reviews suggested that peer-mediated interventions were effective for improving the social development of young children with disabilities. Over 80% of the 47 studies displayed positive findings. Three of the 10 reviews conducted a meta-analysis, and all three meta-analyses showed robust results for the peer-mediated interventions. Thus, the use of a peer-mediated intervention for children under the age of 5 with or at risk for disabilities is strongly supported by empirical research, and therefore it should be considered an evidence-based practice for young children with disabilities. Finally, peer-mediated interventions’ results were most robust when used with preschoolage children in inclusive (natural) settings.

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.

This multiple case study investigated a peer-based intervention and instruction (PBII) for social play, Play Time/Social Time (PT/ST), in four inclusive Swedish preschools. PT/ST contains 28 learning activities where children playfully practice six social skills with significance for social play and friendships. One teacher in each preschool was trained and instructed to implement PT/ST, two with coaching early in the implementation, and two without. At each preschool, one child with special educational needs (SEN) in social play (n = 4) and one or two socially skilled peers (n = 6) participated. The study aimed to explore how the teachers perceived the influence of PT/ST on social engagement and social play skills in the children with SEN, with/without coaching, and if PT/ST supported social play between the children with and without SEN. It also aimed to examine the feasibility of PT/ST and the influence on preschool inclusion quality in the preschools, with/without coaching. Observational assessments and video observations were used. The results indicate that PT/ST was beneficial for the children with SEN to engage in social play with peers and practice social skills, and for the preschool’s inclusion quality regarding involvement in peer interactions and guidance in play, both with/without coaching for the teachers. However, the coaching strengthened the intervention fidelity. Social play occurred between the children with and without SEN in activities where they seemed similarly attracted by the toys and play materials and when they all could engage in the play goals, tasks, and roles. For this, they sometimes needed instructions and encouragement from the teachers.

ABSTRACT This study investigated how peer-mediated structured game activities changed and improved peer relations in an inclusive preschool classroom for a child with autism spectrum disorder (ASD). A case study was used in which 17 typically developing (TD) children aged 60–71 months, a 66-month-old boy diagnosed with ASD and the preschool teacher participated. Data were collected before and after peer-mediated structured game activities. The peer tutors engaged in structured activities with the child with ASD for six months. Interviews and observations, picture sociometry, researcher’s diary, teacher’s diary, and structured play were used to collect the data. The findings revealed significant differences in participants’ functional skills before and after the peer-mediated structured game activities. It was observed that the TD children and the boy with ASD improved their social, emotional, and language skills. Children played together for longer. Play time increased, the number of participating children increased. Typically developing children cooperated more and assumed more responsibility. The child with ASD tried to produce meaningful words and participation in play activities was observed. In addition, the peer-mediated structured activities positively supported the teacher’s classroom management and classroom climate. In addition, the teacher’s level of practical knowledge improved.

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.

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.

… In the USA, 3–5-year-old children with special education … the effects of peermediated intervention combined with a self-… , and reward their appropriate behaviors in a specific context [4], …

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.

… act as agents of intervention. Previous reviews in this area have not addressed … preschools, elementary schools, and high schools. PMIs varied in the amounts of training offered to peers …

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.

… , using the principles of peer mediation and an integrated … One general education teacher and two special education … review of peer-mediated interventions for preschool children …

Emotional peer support systems have benefits for student-student relationships and allow for children and adolescents' participation in schools. For students with specific educational needs and disabilities (SEND), positive relationships seem to be more difficult to attain and these students are more vulnerable to suffer negative peer experiences such as bullying and social exclusion. Systems in which peers can show helpful behavior are beneficial for schools in order to create a positive, supportive climate. Emotional peer support entails social interaction through emotional or practical help based on what these peers have in common and many times with benefits for both. This systematic review identified interventions of emotional peer support in schools for students with SEND. Twenty-three studies were identified that involved four types of befriending: circle of friends, peer buddying, peer networks, and social lunch clubs. Studies reported mainly positive outcomes for both focus students and peer supporters in terms of increased social interaction and social acceptance, as well as enhanced self-esteem and empathy on the individual level. Further bonding of the students by friendship was also perceived, but more precise data is required to draw further conclusions. Support by the school as an institution, the specific role of the teacher, and family participation are important factors related to the impact of peer support systems. Information on these aspects was scarce, and it is recommended to include variables of this nature in future research. Intervention descriptions revealed students' active participation through suggestions for activities, however their involvement in organizing the systems was limited. More research is needed to learn about the opportunities of emotional peer support to improve student-student relationships including the active involvement of the peers themselves in this support.

We conducted a systematic review and summarized the outcomes of single-case research design studies conducted in the last decade that have implemented peer-mediated interventions (PMI) to address the social competence needs of children with autism spectrum disorder (ASD) younger than 8 years of age. Eighteen studies with 53 children with ASD were included. Data from those studies were extracted independently by two coders and coded for characteristics of children with ASD, characteristics of peers, characteristics of the intervention, risk of bias, and success estimate. Findings suggest that PMI are effective for increasing interactions between children with ASD and peers but may not be as effective for increasing initiations made by children with ASD or increasing responses made by children with ASD to peers’ initiations. Researchers should prioritize conducting studies that seek to promote positive interactions initiated by children with ASD, possibly by modifying PMI to include preferred stimuli identified through systematic assessments.

… of intervention. The Ultimate Guide to Play, Language and Friendship (PLF) is a peer-mediated intervention for 6–11-… Peermediated interventions have demonstrated social validity and …

A systematic literature review was conducted to examine the evidence for peer network interventions for students with intellectual and developmental disabilities (IDD). Fifteen studies were identified and evaluated for methodological rigor using the quality indicators published by the Council for Exceptional Children (CEC) and by examining the risk of bias. Relying only on the guidelines from the CEC, peer network interventions are an evidence-based practice for increasing the communication and interaction of students with IDD with their peers without disabilities. However, risk of bias assessment revealed several methodological issues, outcome measurement was generally restricted to being context-bound rather than generalized, and there is a need for further research at the middle school level, with students with intellectual disability who do not have an autism diagnosis, and with students who use augmentative and alternative communication (AAC). Implications are provided about training and supporting school personnel to implement peer network interventions.

This controlled intervention study with a pre-test, post-test, and follow-up design investigated whether promoting children’s social pretend play quality fosters their social development. Twenty-seven Swiss playgroups ( N = 211 children, age: M = 43.3 months, SD = 6.5, with a median of 7 children per group) were randomly assigned to one of three experimental conditions: Play tutoring, provision of role play material, or control. Standardized tests and educator questionnaires were used to assess children’s social pretend play competence and social-cognitive, emotional and social skills as well as their peer relationship quality. Latent change models indicated that children’s social pretend play competence, behavioral skills, and positive peer relationships as reported by their educators increased most strongly for children in the play tutoring condition. No significant intervention effects emerged regarding children’s social-cognitive or emotional skills. The results show that actively promoting children’s social pretend play quality also fosters their social behavior and peer relationships.

ABSTRACT Studies have shown that children with Special Educational Needs (SEN) are less engaged in social interactions with peers. The study attempted to investigate how Swedish preschool teachers in inclusive preschool settings implemented an evidence-based program called Play Time/Social Time; how they interpreted children’s interaction; and how their professional experiences changed. The study was conducted in three preschools; four preschool teachers and one special educator participated. The play intervention included three children in need of special support. Data were collected through structured observations and group and individual interviews. The results show that the teachers acquired skills of implementing accrued play interventions in a preschool setting as well as increased interaction between children with special educational needs and other children. Play Time/ Social Time’s structured approach seems to be appreciated by the teachers in this study; its practice contributed to teachers’ professional development in supporting inclusion in their classroom and in joining a framework of collegial collaboration.

… emphasis on play, peer interaction, … role play to practice play scenarios also allow peers to become more confident. When deciding peer play partners, assess the student’s current play …

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.

The preschool years, spanning from birth to age six, are crucial periods for acquiring social-emotional learning (SEL) skills. An effective way to address social-emotional learning deficits is to implement evidence-based intervention programs. The purpose of this article is to review specific evidence-based social-emotional learning intervention programs for preschool children, drawing from resources such as books, peer-reviewed journal articles, and conference proceedings. In this context, five social-emotional learning intervention programs, including First Step to Success, I Can Problem Solve, Incredible Years, PATHS, and Strong Start Pre-K, documented in the social-emotional learning literature, were reviewed. Each program was evaluated based on its target group, duration, focus, delivery method, and experimental effects. The reviews found that play-based activities, puppets and stories, role-playing, and family involvement were common components of these programs. The majority of programs focused on problem-solving skills, and all had positive effects on preschoolers’ social-emotional learning skills. Based on the reviews, it was underlined that social-emotional learning intervention programs are effective when their content, process, and delivery methods are developmentally appropriate for the target group. Accordingly, it was seen that the widespread implementation of evidence-based social-emotional learning intervention programs is essential to improve the basic social-emotional learning skills of preschool children and to address their potential deficits. Continuous evaluation and refinement of social-emotional learning intervention programs, guided by feedback from educators, parents, and researchers, was also highlighted as crucial to increase their impact. By prioritizing the implementation of evidence-based social-emotional learning intervention programs with appropriate components and delivery methods, the stakeholders of education can facilitate the holistic development of preschool children and lay a strong foundation for their future social-emotional well-being.

ABSTRACT Role-play is a natural and dominant form of early childhood activity. While playing, a child masters new forms of behavior, learns to interact with others, and develops imagination and self-regulation skills. The existing methods of play assessment are based on different theoretical approaches that variously define both the criteria for play and the role of play in the children’s development. Yet, none of these methods consider play in view of its developmental potential or from the perspective of a particular playing child, including the level of engagement in the play situation. This article introduces a tool for observing and evaluating play which has been designed within the framework of the cultural-historical approach. The Play Matrix allows observers to track 22 behavioral variables, clustered into three categories: actions, verbal actions, and emotional manifestations. The article discusses the theoretical foundations for creating this Matrix, and describes in detail its structure and techniques for its use. Examples of the play analysis using the Play Matrix are given.

According to Vygotsky’s cultural-historical activity theory, pretend play can be an important context for the development of children’s social competence. The aim of this meta-analysis was to synthesize the current evidence about the relation between pretend play and social competence in early childhood (age 3–8 years). A systematic literature search of PsycINFO, ERIC, and Web of Science identified a total of 34 relevant empirical studies. The included studies were systematically coded and categorized for pretend play and social competence. Overall, the findings of this meta-analysis reveal a positive relation between pretend play and social competence, irrespective of how the latter was measured. The relation between pretend play and social competence was slightly negatively impacted by children’s age, suggesting that the relation weakens as children get older. Studies measuring the amount of pretend play found lower correlations between pretend play and social competence than studies measuring the quality of pretend play. Most included studies adopted a cross-sectional design, so claims about causal effects could not be supported. Future research is required to determine the direction of causality and potential mechanisms that may explain the relation between pretend play and social competence.

The objective of this study was to evaluate the effects of a pretend play-based training designed to promote the development of socio-emotional competences. 79 children aged 5 to 6 years were evaluated before and after a pretend play-based training. The experimental group (39 children) received this programme on emotion comprehension, negative emotion regulation, and prosocial behaviour one hour a week for eleven weeks during class hours, while the control group (40 children) received no specific intervention. The programme was implemented by 5 teachers. The results show improvements in the ability to understand emotions in children who benefited from the training. These findings are discussed in the broader context of using this form of play as a privileged pedagogical tool to allow children to develop these competences.

… DLLs play interactions with peers in preschool: teacher support, peer interactions, and play … It has been proposed that sociodramatic play—pretend play with peers—is an ideal context …

Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are scarce. This study examined psychometric qualities of the newly developed Autism Peer Interaction Observation Scale. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group’s hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale’s links with standard reports for assessing social-communication functioning (Vineland Behavior Scales, 2nd ed.), social impairment (Social Responsiveness Scale, 2nd ed.), autism severity (Autism Diagnostic Observation Schedule, 2nd ed.), and intelligence quotient (Mullen) in the cognitively able preschoolers with autism spectrum disorder group. Participants comprised 85 preschoolers (50 cognitively able preschoolers with autism spectrum disorder, intelligence quotient > 75; 35 typical). Groups were matched for age, intelligence quotient, and maternal education. Significant group differences emerged on all Autism Peer Interaction Observation Scale categories, in favor of typical. In cognitively able preschoolers with autism spectrum disorder, correlation analyses indicated that more typical peer relations on Autism Peer Interaction Observation Scale were linked with better adaptive and socialization skills (Vineland Behavior Scales, 2nd ed.) and fewer social atypicalities (Social Responsiveness Scale, 2nd ed.). Higher intelligence quotient scores were linked with better Autism Peer Interaction Observation Scale social-communication functioning. Only a few Autism Peer Interaction Observation Scale social-communication categories significantly correlated with the Autism Diagnostic Observation Schedule, 2nd ed. Findings highlight the Autism Peer Interaction Observation Scale as differentiating between groups and providing knowledge about peer interaction in natural settings. This new tool can help personalize social-communication programs and evaluations of early intervention outcomes. Lay abstract Peer interaction can be challenging in autism spectrum disorder, but naturalistic peer-observation scales for preschoolers are limited. This study examined the newly developed Autism Peer Interaction Observation Scale, with 17 subcategories, which evaluate naturalistic peer interaction processes in preschoolers with autism spectrum disorder and typical development. We tested the Autism Peer Interaction Observation Scale to (a) characterize peer interactions of preschoolers with autism spectrum disorder who were cognitively able versus typical age-mates, (b) explore each group’s hierarchical pattern of peer interaction behaviors, and (c) identify Autism Peer Interaction Observation Scale’s links with standard reports for assessing social-communication functioning (Vineland Behavior Scales, 2nd ed.), social impairment (Social Responsiveness Scale, 2nd ed.), autism severity (Autism Diagnostic Observation Schedule, 2nd ed.), and intelligence quotient (Mullen) in the cognitively able preschoolers with autism spectrum disorder group. Participants comprised 85 preschoolers (50 cognitively able preschoolers with autism spectrum disorder, intelligence quotient > 75; 35 typical). Groups were matched according to age, intelligence quotient, and maternal education. Significant group differences emerged on all Autism Peer Interaction Observation Scale categories, with the typical group showing better social-communication functioning as compared to the cognitively able preschoolers with autism spectrum disorder group. Also, in cognitively able preschoolers with autism spectrum disorder that observed as demonstrating more typical peer relations on the Autism Peer Interaction Observation Scale showed better adaptive and socialization skills on the Vineland (Vineland Behavior Scales, 2nd ed.) and fewer social atypicalities on the Social Responsiveness Scale, 2nd ed. Higher intelligence quotient scores were linked with better observed social-communication functioning (on Autism Peer Interaction Observation Scale). Few Autism Peer Interaction Observation Scale social-communicative categories significantly correlated with the Autism Diagnostic Observation Schedule, 2nd ed. Findings highlight the Autism Peer Interaction Observation Scale as differentiating the two preschooler groups and providing additional knowledge about socially communicative peer interaction in natural settings. This new tool can help personalize social-communication programs and evaluations of early intervention outcomes, thereby leading to a fuller picture of these young children’s functioning.

Abstract Recent experimental evidence suggests that engaging in pretend play can improve children's executive functions (EFs). Yet, evidence regarding how play relates to the development of EF remains sparse. The current study investigated whether preschoolers’ social and solitary pretend play over the course of one preschool year predicted growth in inhibitory control, a key component of EF. Participants were 132 Spanish-speaking preschoolers (Mage = 53 months) from 10 Head Start classrooms in the southwest United States. Multiple 15-s naturalistic observations of children's interactions (e.g., social, solitary) and activities (e.g., pretense, non-pretense) were gathered across free-play classroom contexts. Among observed play behaviors, social pretense was the only predictor of inhibitory control growth in preschool contexts. The current study speaks to the importance of continued research on play-based interventions, especially in diverse populations, and corroborates a growing body of theoretical and empirical evidence for the importance of pretend play in the development of EF.

This study aimed to investigate the role of pretend play in developing creativity among preschoolers in isolated, associative, and cooperative play. The participants of the study were preschoolers aged from 3.5 to 5 years. The qualitative research approach was employed to observe preschoolers during pretend play of their own choice. The play was observed through nine sessions, 45 minutes each for nine weeks, which was video recorded followed by an interview with a teacher. High and low-structure play objects were provided to the preschoolers to begin the pretend play. As a result of this, cognitive and affective processes were assessed through observation. The results showed that pretend play opens the path for preschoolers to develop creativity and the prospect of an imaginative world. They exhibited imitation, correct representation of toys, irrespective of gender-based selection of toys, and conversion from isolated to cooperative play with progressing sessions. The study concluded that plays are vital and significantly contribute to developing creativity among preschoolers. Further, it is recommended that play intervention programs be introduced and implemented across the country to develop creativity through play among preschoolers. Keywords: Early childhood development, Preschoolers, Pretend play, Creativity

Abstract We tested an easy-to-implement, theoretically-grounded Buddy Up intervention designed to help preschoolers engage with diverse peers. Using naturalistic observation procedures, independent observers coded children’s (N = 137) peer experiences in preschool classrooms. Findings revealed an intervention effect on time spent with peers for boys only, such that boys in the intervention condition maintained their engagement with peers whereas boys in the control condition declined in social play over time. Moreover, for both boys and girls, participation in Buddy Up appeared to increase their play with peers with whom they had not previously played and mitigate declines in play with other-gender peers. These effects did not occur at the expense of playing with same-gender peers. Findings speak to the potential of a Buddy Up intervention for building inclusive classroom peer relationships and support a novel application of Intergroup Contact Theory in promoting gender-inclusive relationships.

This study evaluated the effects of using preferred activities with peer support on the social interactions of preschoolers with autism spectrum disorder (ASD) and their typically developing peers. Two preschool-age children with ASD and six peers in an inclusive classroom participated in this study. A multiple-probe single case experimental design across three peers was employed. Results indicated that the participants’ social initiations and responses, as well as the percentage of time engaged in social play, increased following the preferred activity. Gains were also demonstrated across social interactions and time engaged in the preferred activity plus peer support condition. Increases in social interaction behaviors in typically developing peers were also observed, and positive intervention gains were maintained during 5-week follow-up sessions. Implications for research and practice for improving interaction between children with and without ASD in inclusive preschool settings are discussed.

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.

Purpose: Peer relationships significantly impact the social development of children with Autism Spectrum Disorder (ASD), influencing their emotional well-being, academic performance, and overall quality of life. This study aims to explore the influence of peer relationships on the social development of children with ASD, identifying the challenges they face and the support systems that facilitate positive social outcomes. Methodology: This qualitative study involved 23 participants, including ten children with ASD, ten parents, and three teachers and support staff. Data were collected through semi-structured interviews and analyzed using NVivo software. Thematic analysis was conducted to identify recurring themes, and theoretical saturation was achieved to ensure comprehensive data coverage. Findings: The analysis revealed four main themes: Social Interaction Challenges, Peer Relationship Dynamics, Parental and Teacher Support, and Positive Outcomes. Social Interaction Challenges included difficulties in communication, sensory overload, social anxiety, and misinterpretation of social cues. Peer Relationship Dynamics covered forming and sustaining friendships, inclusion and exclusion, and the influence of peers. Parental and Teacher Support highlighted strategies for social development, the role of teachers, parental involvement, and community resources. Positive Outcomes encompassed improvement in social skills, building self-esteem, increased independence, and enhanced academic performance. Conclusion: Peer relationships play a crucial role in the social development of children with ASD. Despite significant challenges, targeted interventions and supportive environments can lead to substantial improvements in social competencies. The findings underscore the importance of inclusive settings, peer-mediated interventions, and active involvement of parents and teachers in fostering positive social interactions for children with ASD.

Background: Contemporary public health problems connect to the social determinants of health, with a growing recognition of social inclusion as imperative to sustainable development. In this quest for social inclusion, early childhood and families are of particular interest. Although co-creation is suggested as viable path to support well-being, less is known how social inclusion might be co-created in practice. The aim of this study was to explore how Participatory Action Research (PAR) can be a tool for transformative practices in a local community, pointing to kindergartens as meeting places for recognizing social inclusion as a common value in early childhood. Methods: A qualitative PAR study was embedded in a Norwegian municipality as an integrated part of their local public health work. The study involved a wide range of participants and stakeholders in three kindergartens and the wider community. Together, we explored potentials for co-creating social inclusion to achieve well-being through cycles of transformative actions and reflections. Reflexive thematic analysis was applied to generate patterns and themes in the data. Results: The participants formulated and took on ownership to an inclusive agenda through the PAR-process. Acts of inclusion was framed by an intersection between political aims of achieving health and well-being for all and public value co-creation unfolding at the level of the place, in the context of the Norwegian welfare regime. To feel valued and adding value was seen as important aspects for social inclusion. Four themes were generated from analysis; (1) Co-creating a shared vision of inclusive communities, (2) Becoming aware and empowered through caring, sharing and collaboration, (3) Places and spaces of inclusiveness in kindergartens and beyond, and (4) Valuing and practicing inclusion, and signs of transformative change. Conclusions: Through the PAR process, parents, kindergartens employees, community members and policy makers appear to have opened a creative toolbox for inclusive and transformational change through formulating and co-creating inclusion and well-being as public values. The results suggest that local actors might support adaptive social systems to taking on relational responsibility for inclusive processes and outcomes in the pursuit of well-being for all.

In recent decades, refugee immigration has had significant impact on educational contexts in Sweden, with preschools the primary arenas for young children’s language learning experiences. The present study examines second language and literacy training practices for immigrant children (aged 1–5) in preschools in Sweden. The empirical data consist of video recordings of teacher-guided play activities. These were designed to create rich linguistic and cultural environments facilitating active and democratic participation by the children. Guided play activities were developed in close collaboration between teachers and researchers during action-based interventions that were aimed at constructing child-oriented participatory language learning practices in ethnically and linguistically diverse ECEC settings. The children’s first languages were Tigrinya, Arabic dialects, Somalian, Kurdish dialects, Russian, Spanish and Swedish. The participatory learning potential of guided play was collaboratively analyzed and assessed, and new and revised activities were implemented, based on the goals of inclusivity and children’s active engagement in play and language learning. The analysis shows that teachers’ use of multimodal semiotic means, such as questions, texts and cultural artifacts (stories, material story-related objects, play spaces) were important strategies for the preparation of appealing play environments and activities that contributed to children’s curiosity and participation. These resources served as affordances for guided play, allowing the simultaneous scaffolding of children’s play competencies and their language learning.

Indigenous play activities are crucial to cross-cultural knowledge and practice and are gaining ground as a pedagogical approach in early childhood education settings. The study aimed at systematically documenting culturally and developmentally appropriate outdoor indigenous games that could serve as resource materials for play-based learning in ECE centres. Participants comprising teachers, parents, grandparents, and adolescent girls and boys were drawn from Lufwanyama district of Zambia.  Data was generated through Participatory Action Research to allow inter-cultural dialogue. Data was analysed using thematic categorisation. Results showed that documentation of indigenous games can serve as a resource capital for enhancing play-based learning practice in an early childhood education setting. The study further revealed that integrating indigenous games can strengthen home-school linkages through active community engagement. The study recommends that teachers can effectively implement play-based learning when the reservoir of developmentally appropriate indigenous games is easily accessible to them. We further argue for rethinking early childhood education pedagogical practice so that learning and development are seen as being influenced more by contextually responsive play and exploration, than by direct instruction and teaching.

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.

Background: Early Childhood Care and Education (ECCE) refers to the care and education of children from birth to age four. There is a scarcity of research on inclusion in this marginalised sector in many developing countries, including South Africa. Aim: This article reports on a virtual learning participatory workshop on understanding inclusion with six ECCE teachers and two ECD practitioner trainers. Setting: Due to the social distancing necessitated by the Corona Virus pandemic, all interactions were facilitated through the WhatsApp platform. Methods: The study employed a participatory action learning and action research (PALAR) design that focuses on collaborative and contextually relevant learning and research. Data were generated in two iterative cycles using a baseline questionnaire, photovoice, reflective journals and purposeful conversations. Results: Cycle one found that some of the participants’ understanding of inclusion needed to be challenged. Their understandings of inclusion centred on discourses of disability with a narrow view of inclusion. This action learning set (ALS) mainly regarded inclusion to be a product rather than a process and claimed that segregation had some advantages. Some of the members of the ALS also misconstrued inclusion for micro-exclusive practices of assimilation and integration. Cycle two was planned to address these misunderstandings. Cycle two revealed that becoming inclusive means revisiting dominant ideologies about inclusion and a critical awareness of micro-exclusive practices. Conclusion: This research serves to challenge dominant beliefs of what inclusion is. The knowledge presented here could be cascaded to other ECCE centres in the South African context. With a scarcity of research on inclusion in ECCE, this study may provide a point of departure for future research.

Multiple scholars have argued that early childhood inclusive education research and practice has often retained racialized, ableist notions of normal development, which can undermine efforts to advance justice and contribute to biased educational processes and practices. Racism and ableism intersect through the positioning of young children of Color as “at risk,” the use of normalizing practices to “fix” disability, and the exclusion of multiply marginalized young children from educational spaces and opportunities. Justice-driven inclusive education research is necessary to challenge such assumptions and reduce exclusionary practices. Disability Critical Race Theory extends inclusive education research by facilitating examinations of the ways racism and ableism interdependently uphold notions of normalcy and centering the perspectives of multiply marginalized children and families. We discuss constructions of normalcy in early childhood, define justice-driven inclusive education research and its potential contributions, and discuss DisCrit’s affordances for justice-driven inclusive education research with and for multiply marginalized young children and families.

ABSTRACT Early intervention for children vulnerable to exclusion is currently focused on the child’s effective inclusion in mainstream early childhood education. There is thus a search for developing a shared understanding of what constitutes quality inclusive preschool provision. This was the aim of a qualitative 3-year (2015–17) study of inclusive settings for children from 3 years to compulsory education across European countries, conducted by the European Agency for Special Needs and Inclusive Education. Data consisted of practitioner descriptions of 32 example inclusive preschools from 28 European countries, and more detailed data collected during short visits to eight of the example settings. Qualitative, thematic analysis identified 25 subthemes representing the perceived constituents of inclusive early childhood education provision. These were organised within a framework that intertwined the structure-process-outcome model with the ecological systems model. The resulting adapted ecosystem model for inclusive early childhood education comprises five dimensions: (1) the inclusive education outcomes, (2) processes, and (3) structural factors within the micro environment of the preschool; and the wider (4) inclusive structural factors at community, and (5) at national levels. The framework can be useful for practitioners as well as researchers and policy makers seeking to improve inclusive early childhood education provision.

ABSTRACT Building on the Salamanca Statement from 1994, the United Nations Sustainability Development Goals 2030 embraces inclusion for children in early childhood education. The European Agency for Special Needs and Inclusive Education in 2015–2017 completed a project on inclusive early childhood education, focusing on structures, processes, and outcomes that ensure a systemic approach to high-quality Inclusive Early Childhood Education (IECE). An ecosystem model of IECE was developed with a self-reflection tool for improving inclusion. This study’s aim was to investigate practitioners’ perspective on the inclusive processes and supportive structures defined in the ecosystem model, to contribute to a deeper understanding of how inclusive practice might be enabled and how barriers for inclusion can be removed. The self-reflection tool was administered in a heterogeneous municipality in Sweden, where inclusive settings are standard. Documentation from approximately 70 teachers on 27 teams was received. The documentation was analysed with qualitative content analysis based on the ecosystem model. The results showed a strong emphasis on group-related processes, whereas data on individual-related processes were scarce. This one-sided focus on the group level might endanger the inclusive processes and outcomes concerning the individual child.

Children's preschool experiences have consequences for development. However, it is not clear how children's real‐time interactions with peers affect their language development; nor is it clear whether these processes differ between children with autism spectrum disorder (ASD) and two other groups of children, those with general developmental delays (DD) and typically developing (TD) children. We used objective measures of movement and vocalizations to quantify children's real‐time dyadic vocal interactions and quantify classroom social networks. Participants included 56 preschoolers (22 female; M = 50.14 months) in five inclusive classrooms for children with ASD or DD and their TD peers. Each class was observed monthly on two to five occasions. Overall, children vocalized more to peers who had vocalized more to them in the previous observation. These dyadic vocalization patterns were associated with group differences in social network analyses. Modularity, the cohesiveness of group ties, was lower among children with ASD than it was among TD children or children with DD. Individually, children with ASD exhibited lower total levels of vocalizations with peers (lower degree centrality) than TD children and children with DD. In an exploratory analysis with a subset of the participants, children's degree centrality was strongly associated with their end‐of‐year assessed language abilities, even when accounting for mean differences between groups. Findings highlight the impact peers and social networks play in real‐time language use and in the developing language abilities of children with ASD in inclusion classrooms.

Inclusive practice in education is supported by a compelling body of research (Cologon, 2019; Graham, 2020; Raphael et al., 2019) policy recommendations (Department of Education, Employment and Workplace Relations [DEEWR], 2009; Te Tāhuhu o Te Mātauranga–Ministry of Education, 2017(Commonwealth of Australia. (2003)) and mandated by legislation such as the Disability Discrimination Act of 1992 (DDA) (Commonwealth of Australia, 2003). It is also reflected in the Australian and New Zealand Professional Teaching Standards (Australian Institute for Teaching and School Leadership, 2014; Teaching Council of Aotearoa New Zealand, 2017). Early Childhood Australia [ECA] (2016) states that “inclusion means that every child has access to, participates meaningfully in, and experiences positive outcomes from early childhood education and care programs” (p. 2). This paper explores what this means for early childhood educators and examines the concept of inclusion through the stories of two children and two puppets. A story that outlines how the perspectives of teachers shifted to create places of learning that were welcoming and more inclusive to every child.

ABSTRACT In this collaborative action research project three researchers and six primary teachers in two Greek mainstream schools developed a peer tutoring programme for 130 students, 11 of whom were students with special educational needs and disabilities (SEND). Through exploring new roles for researchers and teachers, the aim of this study was to enhance teachers’ capacity to develop peer tutoring programmes and improve students’ academic and social skills. Teachers and researchers actively collaborated in the development, delivery and evaluation of the programme through the collection and analysis of a range of qualitative data. Data were collected through focus groups, interviews, observations and diaries. The teachers and researchers learned to collaborate in creating an inclusive environment for all students through on-going and in-service support, and to make shared decisions based on honest dialogue. Both teachers and students considered peer tutoring effective for students with SEND but not for all the students without SEND. This collaborative project positively challenged the teachers’ and researchers’ thinking, highlighting the fact that the development of any inclusive classroom practice, such as peer tutoring, should incorporate the participants’ decisions as a means to resolve the complexities between the theoretical underpinnings of inclusion and its practice.