ERIC Number: EJ1052252
Record Type: Journal
Publication Date: 2015-Mar
Abstractor: As Provided
Reference Count: 33
Promoting Positive Peer Interactions in the Preschool Classroom: The Role and the Responsibility of the Teacher in Supporting Children's Sociodramatic Play
Stanton-Chapman, Tina L.
Early Childhood Education Journal, v43 n2 p99-107 Mar 2015
Teachers play an important role in expanding and supporting children's play and interactions with peers. This manuscript provides specific guidelines for interventions teachers can use to promote successful peer interactions in preschool settings. The strategies discussed include: (a) preparing the physical environment for play (e.g., toy selection, themes); (b) entering and exiting children's play gracefully, (c) using talk to promote play episodes and social interactions, and (d) selecting the most appropriate intervention strategies based on direct obeservation.
Descriptors: Peer Relationship, Preschool Children, Dramatic Play, Preschool Teachers, Teacher Role, Teacher Responsibility, Intervention
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A