Introducing a Program Supporting Social Interactions and Play in Inclusive Preschools in Sweden: Reflections on a Stepwise Collaborative Implementation Process

Autor/inn/en	Siljehag, Eva; Westling Allodi, Mara
Titel	Introducing a Program Supporting Social Interactions and Play in Inclusive Preschools in Sweden: Reflections on a Stepwise Collaborative Implementation Process
Quelle	In: European Early Childhood Education Research Journal, 31 (2023) 1, S.124-142 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Siljehag, Eva) ORCID (Westling Allodi, Mara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2157460
Schlagwörter	Foreign Countries; Preschool Teachers; Preschool Children; Interpersonal Relationship; Play; Inclusion; Program Implementation; Evidence Based Practice; Teacher Behavior; Teacher Attitudes; Experience; Special Education Teachers; Special Needs Students; Program Effectiveness; Faculty Development; Teacher Collaboration; Sweden + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Spiel; Inklusion; Teacher behaviour; Lehrerverhalten; Erfahrung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Sonderpädagogischer Förderbedarf; Lehrerkooperation; Schweden
Abstract	Studies have shown that children with Special Educational Needs (SEN) are less engaged in social interactions with peers. The study attempted to investigate how Swedish preschool teachers in inclusive preschool settings implemented an evidence-based program called Play Time/Social Time; how they interpreted children's interaction; and how their professional experiences changed. The study was conducted in three preschools; four preschool teachers and one special educator participated. The play intervention included three children in need of special support. Data were collected through structured observations and group and individual interviews. The results show that the teachers acquired skills of implementing accrued play interventions in a preschool setting as well as increased interaction between children with special educational needs and other children. Play Time/ Social Time's structured approach seems to be appreciated by the teachers in this study; its practice contributed to teachers' professional development in supporting inclusion in their classroom and in joining a framework of collegial collaboration. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01