Enhancing Peer Interaction during Guided Play in Finnish Integrated Special Groups

Autor/inn/en	Syrjämäki, Marja; Pihlaja, Päivi; Sajaniemi, Nina
Titel	Enhancing Peer Interaction during Guided Play in Finnish Integrated Special Groups
Quelle	In: European Early Childhood Education Research Journal, 26 (2018) 3, S.418-431 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2018.1463908
Schlagwörter	Foreign Countries; Play; Peer Relationship; Interaction; Special Education; Early Childhood Education; Inclusion; Preschool Teachers; Teaching Methods; Video Technology; Student Needs; Teacher Role; Kindergarten; Ethnography; Verbal Communication; Role Playing; Observation; Self Control; Student Behavior; Finland + Suchen Sie Ihr Suchwort? Ausland; Spiel; Peer-Beziehungen; Interaktion; Special needs education; Sonderpädagogik; Sonderschulwesen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Inklusion; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerrolle; Ethnografie; Rollenspiel; Beobachtung; Selbstbeherrschung; Student behaviour; Schülerverhalten; Finnland
Abstract	This article focused on the pedagogy that enhances peer interaction in integrated special groups. In Finland, most children identified as having special educational needs (SEN) attend day-care in mainstream kindergarten groups; the rest are in integrated or segregated early childhood special education (ECSE) groups in public day-care centres [National Institute of Health and Welfare. 2013. "Child Day Care 2013--Municipal Survey." Accessed March 15, 2016. https://www.julkari.fi/bitstream/handle/10024/116231/Tr16_14.pdf?sequence=4]. An integrated group, which typically consists of seven children without and five with SEN, is supposed to be an inclusive environment that provides an atmosphere in which every child can feel togetherness and be scaffolded [Pihlaja, P. 2009. "Erityisen tuen käytännöt varhaiskasvatuksessa -- näkökulmana inkluusio." [The Special Education Practices in Early Childhood Education--Inclusion as Viewpoint.] "Kasvatus" 2: 146-156]. Our aim was to examine how ECSE professionals' pedagogical practices were used to enhance peer interaction in interactive play. We analysed 14 videotaped sessions of guided play and conceptualized the studied phenomenon by portraying five guidance types in which the identified pedagogical practices were used in different ways. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01