The Relationship between Preschoolers' Attitudes and Play Behaviors toward Classmates with Disabilities

Autor/inn/en	Yu, SeonYeong; Ostrosky, Michaelene M.; Fowler, Susan A.
Titel	The Relationship between Preschoolers' Attitudes and Play Behaviors toward Classmates with Disabilities
Quelle	In: Topics in Early Childhood Special Education, 35 (2015) 1, S.40-51 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121414554432
Schlagwörter	Preschool Children; Preschool Education; Peer Relationship; Play; Disabilities; Student Attitudes; Student Behavior; Interviews; Sociometric Techniques; Peer Acceptance; Teacher Role; Observation; Individualized Education Programs; Inclusion; Pictorial Scale of Perceived Competence and Social Acceptance + 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; Spiel; Handicap; Behinderung; Schülerverhalten; Student behaviour; Interviewing; Interviewtechnik; Soziometrie; Lehrerrolle; Beobachtung; Individualized education program; Individualisierendes Lernen; Inklusion
Abstract	This study was conducted to examine the relationship between 32 typically developing preschoolers' attitudes and play behaviors toward their classmates with disabilities or developmental delays. Children's attitudes toward peers with disabilities were assessed using three methods: child interviews, sociometric peer ratings, and a social acceptance scale. Children's play behaviors (e.g., solitary, onlooker, parallel play, associative/cooperative play) and teachers' involvement in children's play were observed during free play over a 10-week period. Results revealed that children's identification of a classmate with an Individualized Education Program (IEP) as having a disability was negatively related to their associative/cooperative play with the classmate. Typically developing children's sociometric ratings of classmates with disabilities were positively related to their associative/cooperative play with classmates with disabilities. In addition, children's sociometric ratings were a stronger indicator of whether a typically developing child would play with a classmate with a disability than was identification of a classmate as having a disability. Suggestions for future research and implications for practice are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01