Helping Children Play and Learn Together

Autor/inn/en	Ostrosky, Michaelene M.; Meadan, Hedda
Titel	Helping Children Play and Learn Together
Quelle	In: Young Children, 65 (2010) 1, S.104-110 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Behavior Problems; Young Children; Peer Acceptance; Interpersonal Competence; Teaching Methods; Play; Peer Relationship; Interaction; Prevention; Classroom Environment; Skill Development + Suchen Sie Ihr Suchwort? Frühe Kindheit; Interpersonale Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Spiel; Peer-Beziehungen; Interaktion; Prävention; Vorbeugung; Klassenklima; Unterrichtsklima; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	During the early childhood years, children learn to interact with one another in ways that are positive and successful. Researchers stress the importance of positive peer relationships in childhood and later life. The absence of positive social interactions in childhood is linked to negative consequences later in life, such as withdrawal, loneliness, depression, and feelings of anxiety. In addition, low acceptance by peers in the early years is a predictor of grade retention, school dropout, and mental health and behavior problems. Educators can do many things to promote and support positive social interactions and prevent challenging behavior. Fox and colleagues (2003) describe a pyramid framework for supporting social competence and preventing young children's challenging behavior. This article highlights environmental and teaching strategies that support and facilitate the development of preschoolers' peer interaction skills--the skills children use to successfully interact with one another, such as sharing, taking turns, asking for assistance, and helping one another. The authors use a question-and-answer format to describe strategies that support the teaching pyramid's second and third levels (creating supportive environments and fostering positive social interactions), with the questions coming from many early childhood educators across the United States. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10