ERIC Number: ED231104
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Playing and Learning Together: Patterns of Social Interaction in Handicapped and Nonhandicappped Children.
Rogers-Warren, Ann; And Others
Two projects at the Kansas Early Childhood Institute investigated characteristics of social interaction by handicapped, at risk, and nonhandicapped children. The first project examined patterns of social interaction and play behavior among preschool children in an integrated classroom. A longitudinal observation of four mild to moderately retarded Down's syndrome children (5 to 6.5 years old) and four nonhandicapped Ss (4.5 to 5 years old) was conducted. Results indicated that handicapped and nonhandicapped children preferred the same types of activities. Handicapped children most frequently selected handicapped playmates, and nonhandicapped children usually selected nonhandicapped playmates. Handicapped Ss spent more time engaged in solitary play than nonhandicapped Ss. The second project described the specific social skills and interaction parameters exhibited by 15 normal, at risk, and handicapped preschoolers in a mainstreamed classroom. Handicapped children typically showed delays in social interaction skills commensurate with their general developmental delays; however, there was considerable variability across all types of Ss. Results suggest that altering either the settings or consequences for social interaction will result in increased interactions. Activities that bring the children into physical proximity and play equipment that require more than one child can enhance social interactions. Directly prompting or instructing a child to interact with another child or to enter an activity are also frequently successful. In some cases, teacher praise or the contingent provision of some desirable activity or object when social interaction occurs are useful strategies. (Author/SEW)
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Kansas Univ., Lawrence. Early Childhood Inst.