Preschool Children's Behavioural Intentions towards and Perceptions of Peers with Disabilities in a Preschool Classroom

Autor/in	Yildirim Haciibrahimoglu, Binnur
Titel	Preschool Children's Behavioural Intentions towards and Perceptions of Peers with Disabilities in a Preschool Classroom
Quelle	In: Early Child Development and Care, 192 (2022) 16, S.2513-2529 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yildirim Haciibrahimoglu, Binnur)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2021.2023516
Schlagwörter	Preschool Children; Child Behavior; Intention; Peer Relationship; Students with Disabilities; Preschool Education; Student Attitudes; Physical Disabilities; Intellectual Disability; Individual Characteristics; Interaction + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Peer-Beziehungen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schülerverhalten; Physical handicap; Körperbehinderung; Intellect; Verstand; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Interaktion
Abstract	In this study, we examined and compared preschool children's behavioural intentions towards and perceptions of peers with physical, intellectual and no disability. Capabilities and behavioural intentions scales, based on picture cards, were administered face-to-face to 144 preschool children. Significant differences were found between perceptions of and behavioural intentions towards children with physical, intellectual and no disability. When these differences were examined, it was determined that the perceptions on and behavioural intentions towards children with an intellectual disability were less positive than those towards children with a physical disability and no disability. Children's behavioural intentions towards and perceptions of children with physical, intellectual and no disability did not differ according to participants' variables. These findings show that in early childhood education, rather than just placing peers with disabilities in classroom environments, it is necessary to promote quality interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01