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ERIC Number: ED481996
Record Type: RIE
Publication Date: 2003
Pages: 6
Abstractor: N/A
Promoting Positive Peer Social Interactions. What Works Briefs.
Bovey, T.; Strain, P.
Research suggests that the use of positive social skills with peers early on can lead to the development of positive peer relationships, acceptance, and friendships. Although many children develop these positive social skills naturally, some children do not. Children who are withdrawn as well as young children with mental retardation, autism, conduct problems, and emotional disturbances often have difficulty interacting appropriately with their peers and are thus at risk for later social problems. By teaching children appropriate social skills, providing them with willing and accepting peers to use the skills with, and creating opportunities for children to practice these skills, teachers can improve all children's social behaviors, potentially for a lifetime. This "What Works Brief" presents strategies for teaching children appropriate social skills in a simple format that answers the following questions: (1) What are positive social interactions? (2) Who are the children who have participated in research on teaching peers to promote social interactions? (3) Why is it important to teach positive social skills? (4) Where do I find information on implementing this practice? and (5) What is the scientific basis for this practice? The brief contains vignettes that illustrate how specific strategies might be used and includes a one page summary handout for practitioners and families. (SG)
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:; Web site: For full text:
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Parents; Practitioners
Language: English
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.