Literaturnachweis - Detailanzeige
Autor/inn/en | Siljehag, Eva; Westling Allodi, Mara |
---|---|
Titel | Introducing a Program Supporting Social Interactions and Play in Inclusive Preschools in Sweden: Reflections on a Stepwise Collaborative Implementation Process |
Quelle | In: European Early Childhood Education Research Journal, 31 (2023) 1, S.124-142 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Siljehag, Eva) ORCID (Westling Allodi, Mara) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1350-293X |
DOI | 10.1080/1350293X.2022.2157460 |
Schlagwörter | Foreign Countries; Preschool Teachers; Preschool Children; Interpersonal Relationship; Play; Inclusion; Program Implementation; Evidence Based Practice; Teacher Behavior; Teacher Attitudes; Experience; Special Education Teachers; Special Needs Students; Program Effectiveness; Faculty Development; Teacher Collaboration; Sweden Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Spiel; Inklusion; Teacher behaviour; Lehrerverhalten; Erfahrung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Lehrerkooperation; Schweden |
Abstract | Studies have shown that children with Special Educational Needs (SEN) are less engaged in social interactions with peers. The study attempted to investigate how Swedish preschool teachers in inclusive preschool settings implemented an evidence-based program called Play Time/Social Time; how they interpreted children's interaction; and how their professional experiences changed. The study was conducted in three preschools; four preschool teachers and one special educator participated. The play intervention included three children in need of special support. Data were collected through structured observations and group and individual interviews. The results show that the teachers acquired skills of implementing accrued play interventions in a preschool setting as well as increased interaction between children with special educational needs and other children. Play Time/ Social Time's structured approach seems to be appreciated by the teachers in this study; its practice contributed to teachers' professional development in supporting inclusion in their classroom and in joining a framework of collegial collaboration. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |