Promoting Peer Interactions in an Inclusive Preschool in China: What Are Teachers' Strategies?

Autor/inn/en	Tan, Run; Perren, Sonja
Titel	Promoting Peer Interactions in an Inclusive Preschool in China: What Are Teachers' Strategies?
Quelle	In: International Journal of Inclusive Education, 27 (2023) 9, S.987-1003 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tan, Run) ORCID (Perren, Sonja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2021.1879955
Schlagwörter	Foreign Countries; Peer Relationship; Inclusion; Preschool Teachers; Preschool Education; Preschool Children; Interaction; Cooperation; Stakeholders; Classroom Environment; Curriculum; Class Activities; Student Needs; Students with Disabilities; Skill Development; China (Shanghai) + Suchen Sie Ihr Suchwort? Ausland; Peer-Beziehungen; Inklusion; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Interaktion; Co-operation; Kooperation; Klassenklima; Unterrichtsklima; Curricula; Lehrplan; Rahmenplan; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	This study examined strategies teachers applied to promote peer interactions between children with and without Special Educational Needs (SEN) in an inclusive preschool in Shanghai, China. Qualitative case study was used in which seven teachers from four inclusive classrooms participated. In-depth participatory observation and online documents were collected and qualitative content analysis was applied to analyse the data. The key finding suggests both preventive and interventive strategies are identified from five different levels: cooperation with different community stakeholders level; the classroom environment level; the curriculum plan level; the activity design level and the individual children with SEN level. Implications of the findings to promote peer interactions in inclusive early childhood settings and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01