ERIC Number: ED481993
Record Type: RIE
Publication Date: 2003
Using Classroom Activities & Routines as Opportunities To Support Peer Interaction. What Works Briefs.
Bovey, T.; Strain, P.
Research has indicated a strong relationship between low peer status in childhood of children with and without and later problems in adolescence and adulthood and children with social deficits often show similar patterns of behavior. They may be withdrawn and hesitant to interact with peers, socially aloof and "unaware" of their peers, or they may want to interact with their peers but not have the skills to do so successfully. To help prevent problems later in life, promoting children's social development is one of the primary goals of preschool. This brief discusses a number of ways to support peer interaction during routines and activities that occur frequently within early childhood settings. Using a question and answer format, the brief addresses the following issues: (1) Why is it important to create opportunities to support peer interactions?; (2) How are activities and routines used as opportunities to support peer interaction?; (3) Who are the children who have participated in this intervention?; (4) Where do I find more information on implementing this practice?; and (5) What is the scientific basis for this practice? Examples of how specific practices might be used and a one page summary handout for practitioners and families are included. (SG)
Descriptors: Behavior Change, Behavior Development, Behavior Problems, Classroom Techniques, Disabilities, Early Intervention, Educational Practices, Emotional Development, Peer Relationship, Preschool Education, Prevention, Social Behavior, Social Development
Center on the Social and Emotional Foundations for Early Learning, 61 Children's Research Center, 51 Gerty Dr., University of Illinois at Urbana Champaign, Champaign, IL 61820 ($1). Tel: 217-333-4123; Fax: 217-244-7732; e-mail: email@example.com; Web site: http://csefel.uiuc.edu. For full text: http://csefel.uiuc.edu/whatworks.html.
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Parents; Practitioners
Sponsor: Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau.; Administration on Children, Youth, and Families (DHHS), Washington, DC. Child Care Bureau.
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Prepared by the Center on Social and Emotional Foundations for Early Learning.