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ERIC Number: EJ917320
Record Type: Journal
Publication Date: 2011-Mar
Pages: 12
Abstractor: ERIC
Reference Count: 29
ISBN: N/A
ISSN: ISSN-1096-2506
Encouraging Peer Interactions in Preschool Classrooms: The Role of the Teacher
Stanton-Chapman, Tina L.; Hadden, D. Sarah
Young Exceptional Children, v14 n1 p17-28 Mar 2011
Play allows preschoolers to use creativity while developing their imagination, dexterity, motor, cognitive, language, and socioemotional abilities (Ginsberg, 2007). Play gives children the opportunity to be creative, develop their verbal skills, and learn how to get along with their peers. Skills that children learn during play include sharing, negotiating, resolving conflicts, and making decisions. Adults play a crucial role in expanding and supporting children's play, particularly in terms of helping children interact with peers (Vygotsky, 1962). Children with disabilities and delays often lack the skills they need to enter into and maintain play with others (Kamps & Tankersley, 1996; Stanton-Chapman, Denning, & Jamison, 2008). Adults may need to scaffold or support the child by providing hints or assistance to help them enter into and benefit from interactions with their typically developing peers (Goldstein, English, Shafer, & Kaczmarek, 1997; Stanton-Chapman, Kaiser, & Wolery, 2006). This article provides specific guidelines for interventions to promote peer interactions in preschool settings. The strategies to be discussed include: (1) naturalistic intervention strategies; (2) milieu teaching strategies; and (3) incidental teaching strategies. (Contains 1 table.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Preschool Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A