Promoting Positive Peer Interactions in the Preschool Classroom: The Role and the Responsibility of the Teacher in Supporting Children's Sociodramatic Play

Autor/in	Stanton-Chapman, Tina L.
Titel	Promoting Positive Peer Interactions in the Preschool Classroom: The Role and the Responsibility of the Teacher in Supporting Children's Sociodramatic Play
Quelle	In: Early Childhood Education Journal, 43 (2015) 2, S.99-107 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-014-0635-8
Schlagwörter	Peer Relationship; Preschool Children; Dramatic Play; Preschool Teachers; Teacher Role; Teacher Responsibility; Intervention + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Dramatisches Mittel; Theaterstück; Erzieher; Erzieherin; Kindergärtnerin; Lehrerrolle; Lehrverpflichtung
Abstract	Teachers play an important role in expanding and supporting children's play and interactions with peers. This manuscript provides specific guidelines for interventions teachers can use to promote successful peer interactions in preschool settings. The strategies discussed include: (a) preparing the physical environment for play (e.g., toy selection, themes); (b) entering and exiting children's play gracefully, (c) using talk to promote play episodes and social interactions, and (d) selecting the most appropriate intervention strategies based on direct obeservation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01