A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä

Enhancing Peer Interaction in Early Childhood Special Education: Chains of Children’s Initiatives, Adults’ Responses and Their Consequences in Play




TekijätSyrjämäki M., Pihlaja P., Sajaniemi N.

KustantajaSpringer Netherlands

Julkaisuvuosi2019

JournalEarly Childhood Education Journal

Tietokannassa oleva lehden nimiEarly Childhood Education Journal

Vuosikerta47

Numero5

Aloitussivu559

Lopetussivu570

Sivujen määrä12

ISSN1082-3301

eISSN1573-1707

DOIhttps://doi.org/10.1007/s10643-019-00952-6

Rinnakkaistallenteen osoitehttps://research.utu.fi/converis/portal/detail/Publication/40798996


Tiivistelmä

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.


Ladattava julkaisu

This is an electronic reprint of the original article.
This reprint may differ from the original in pagination and typographic detail. Please cite the original version.





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