A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Enhancing peer interaction during guided play in Finnish integrated special groups
Tekijät: Marja Syrjämäki, Päivi Pihlaja, Nina Sajaniemi
Kustantaja: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Julkaisuvuosi: 2018
Journal: European Early Childhood Education Research Journal
Tietokannassa oleva lehden nimi: EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL
Lehden akronyymi: EUR EARLY CHILD EDUC
Vuosikerta: 26
Numero: 3
Aloitussivu: 418
Lopetussivu: 431
Sivujen määrä: 14
ISSN: 1350-293X
eISSN: 1752-1807
DOI: https://doi.org/10.1080/1350293X.2018.1463908
Tiivistelmä
This article focused on the pedagogy that enhances peer interaction in integrated special groups. In Finland, most children identified as having special educational needs (SEN) attend day-care in mainstream kindergarten groups; the rest are in integrated or segregated early childhood special education (ECSE) groups in public day-care centres [National Institute of Health and Welfare. 2013. "Child Day Care 2013 - Municipal Survey." Accessed March 15, 2016. https://www.julkari.fi/bitstream/handle/10024 /116231/Tr16_14.pdf?sequence=4]. An integrated group, which typically consists of seven children without and five with SEN, is supposed to be an inclusive environment that provides an atmosphere in which every child can feel togetherness and be scaffolded [Pihlaja, P. 2009. "Erityisen tuen kaytannot varhaiskasvatuksessa - nakokulmana inkluusio." [The Special Education Practices in Early Childhood Education - Inclusion as Viewpoint.] Kasvatus 2: 146-156]. Our aim was to examine how ECSE professionals' pedagogical practices were used to enhance peer interaction in interactive play. We analysed 14 videotaped sessions of guided play and conceptualized the studied phenomenon by portraying five guidance types in which the identified pedagogical practices were used in different ways.
This article focused on the pedagogy that enhances peer interaction in integrated special groups. In Finland, most children identified as having special educational needs (SEN) attend day-care in mainstream kindergarten groups; the rest are in integrated or segregated early childhood special education (ECSE) groups in public day-care centres [National Institute of Health and Welfare. 2013. "Child Day Care 2013 - Municipal Survey." Accessed March 15, 2016. https://www.julkari.fi/bitstream/handle/10024 /116231/Tr16_14.pdf?sequence=4]. An integrated group, which typically consists of seven children without and five with SEN, is supposed to be an inclusive environment that provides an atmosphere in which every child can feel togetherness and be scaffolded [Pihlaja, P. 2009. "Erityisen tuen kaytannot varhaiskasvatuksessa - nakokulmana inkluusio." [The Special Education Practices in Early Childhood Education - Inclusion as Viewpoint.] Kasvatus 2: 146-156]. Our aim was to examine how ECSE professionals' pedagogical practices were used to enhance peer interaction in interactive play. We analysed 14 videotaped sessions of guided play and conceptualized the studied phenomenon by portraying five guidance types in which the identified pedagogical practices were used in different ways.
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