ERIC Number: ED447943
Record Type: Non-Journal
Publication Date: 2000-Apr
Reference Count: N/A
Social Play of Preschool Children with Special Needs and Typically-Developing Children.
Couse, Leslie J.; Clawson, Mellisa A.
Inclusive early childhood settings are believed to promote interaction between children with special needs and typically developing children by allowing the latter group to serve as "peer models." This study examined the social play of children with special needs and their typically developing peers. Participating in the study were 156 typically developing and 26 special needs children attending an inclusive, university-based preschool. Children ranged in age from 22 to 61 months, with an average age of 40 months. Data were collected through classroom observations following the Howes and Matheson Revised Peer Play Scale. Each child was observed during 4 visits that included three 5-minute samples. Children's level of play (solitary, parallel, parallel aware, simple social, complementary and reciprocal, and cooperative/complex social pretend) and their playmate during each 20-second interval were recorded. Findings indicated that compared to typically developing peers, special needs children engaged in higher levels of solitary and parallel play and lower levels of parallel aware, simple social, and complementary and reciprocal play. Play interactions of typically developing children involved a special needs child 46 percent of the time. Play interactions of special needs children involved another child with a disability 20 percent of the time. The relatively high percentage of typically developing children's interactions with children with special needs may be a result of teachers' efforts to promote social play. (KB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A