Do You Want to Play with Me? Acceptance and Preference Dilemmas in Choosing Playmates with Physical Disability

Autor/in	Demetriou, Kyriakos
Titel	Do You Want to Play with Me? Acceptance and Preference Dilemmas in Choosing Playmates with Physical Disability
Quelle	In: Early Child Development and Care, 192 (2022) 6, S.947-963 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Demetriou, Kyriakos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1825406
Schlagwörter	Physical Disabilities; Students with Disabilities; Play; Peer Acceptance; Intervention; Foreign Countries; Elementary School Students; Student Attitudes; Correlation; Peer Relationship; Physical Mobility; Preferences; Decision Making; Misconceptions; Empathy; Moral Values; Vignettes; Inclusion; Assistive Technology; Gender Differences; Illustrations; Cyprus + Suchen Sie Ihr Suchwort? Physical handicap; Körperbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Spiel; Ausland; Schülerverhalten; Korrelation; Peer-Beziehungen; Decision-making; Entscheidungsfindung; Missverständnis; Empathie; Moral value; Ethischer Wert; Inklusion; Geschlechterkonflikt; Bildliche Darstellung; Zypern
Abstract	This small-scale study aims to explore acceptance and preference dilemmas in choosing playmates with physical disability of typically developing 6-8-year-old Cypriot children. Eighteen participants were interviewed individually in a simple process involving scenarios and questions with the use of images of hypothetical peers with and without physical disabilities. Interview questions were based on three different scenarios about activities requiring different degrees of mobility. It was found that the majority of children tend to choose the hypothetical children with physical disability as playmates even for activities involving mobility. Children's justifications of their choices are of particular interest and fall within the sphere of morality and empathy rather than functionality. Some misconceptions about physical disability are associated with limited previous encounters with such individuals. Findings guide educators in choosing appropriate activities in the framework of child-focused intervention programmes aiming to promote fruitful social interactions between children with and without physical disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01