Making Connections and Making Friends: Social Interactions between Two Children Labelled with Special Educational Needs and Their Peers in a Nursery Setting

Autor/in	Parry, John
Titel	Making Connections and Making Friends: Social Interactions between Two Children Labelled with Special Educational Needs and Their Peers in a Nursery Setting
Quelle	In: Early Years: An International Journal of Research and Development, 34 (2014) 3, S.301-314 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2013.878317
Schlagwörter	Foreign Countries; Interpersonal Relationship; Preschool Children; Special Needs Students; Interviews; Friendship; Comparative Analysis; Personal Autonomy; Decision Making; Preschool Teachers; Teacher Role; Case Studies; Urban Schools; Males; Hearing Impairments; Observation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sonderpädagogischer Förderbedarf; Interviewing; Interviewtechnik; Freundschaft; Individuelle Autonomie; Decision-making; Entscheidungsfindung; Erzieher; Erzieherin; Kindergärtnerin; Lehrerrolle; Case study; Fallstudie; Case Study; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Male; Männliches Geschlecht; Hearing impairment; Hörbehinderung; Beobachtung
Abstract	This paper reports on a pilot study of the social interactions between two children labelled with special educational needs and their peers in an early years setting. Data from play observations and staff interviews are used to examine the dynamics of friendship groups that the two children have developed and the way that they attempt to make new connections with other children. Comparisons between the two children's interactions with their recurrent playmates and less familiar peers are drawn and the significance of their agency in making decisions about developing relationships is highlighted. A theme that also emerges is that staff facilitating rather than directing interactions between the two children and their peers has the most positive impact. Areas for further investigation are suggested including the range of relationships that children identified with special educational needs establish with their peers and the nature of adult support that most effectively supports friendships between all children. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10