The Interrelation between Children's Play Behaviour, Temperament, and Special Educational Needs (SEN) in Early Childhood Special Education (ECSE)

Autor/inn/en	Kesäläinen, Jonna; Suhonen, Eira; Alijoki, Alisa; Sajaniemi, Nina
Titel	The Interrelation between Children's Play Behaviour, Temperament, and Special Educational Needs (SEN) in Early Childhood Special Education (ECSE)
Quelle	In: Early Child Development and Care, 193 (2023) 2, S.247-261 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kesäläinen, Jonna) ORCID (Suhonen, Eira) ORCID (Sajaniemi, Nina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2022.2080202
Schlagwörter	Child Behavior; Play; Personality; Special Education; Early Childhood Education; Special Needs Students; Language Impairments; Self Control; Severe Disabilities; Foreign Countries; Preschool Children; Finland + Suchen Sie Ihr Suchwort? Spiel; Personalität; Special needs education; Sonderpädagogik; Sonderschulwesen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Sonderpädagogischer Förderbedarf; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Selbstbeherrschung; Severe disability; Schwerbehinderung; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Finnland
Abstract	The aim of this study is to identify if children's play behaviour, temperament, and special educational needs (SEN) are interrelated. It is important to increase the awareness of the joint effects of temperament and SEN on behaviour so that early childhood special education (ECSE) teachers can provide the appropriate support for children with SEN and optimally guide their development. This study is a part of an early childhood special education (ECSE) project at the University of Helsinki. Children's (N = 332) educational needs were divided into four status groups: language disorders, self-regulatory difficulties, severe disabilities, and children without SEN. The temperament of each child was evaluated by their parents and play behaviour observed by ECSE teachers. The results show that children without SEN had more effortful control and social play than children with SEN. In addition, there were significant differences in temperament and play behaviour between the different SEN groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01