Promoting friendship development in inclusive early childhood classrooms: A literature review.

Yıl 2019, Cilt: 11 Sayı: 2, 183 - 193, 20.12.2019

Margaret Walden Krone Seonyeong Yu

https://doi.org/10.20489/intjecse.670477

Öz

The purpose of this literature review was to describe research findings related to how teachers could support friendships in inclusive early childhood classrooms, with particular interests in friendship development for young children with disabilities. This literature review was conducted to examine the following two questions: (a) How are friendships between young children with and without disabilities defined and measured? and (b) What teaching strategies and intervention programs does research recommend to promote friendships between young children with and without disabilities? The following criteria were used to determine the inclusion of articles: studies included teachers, were conducted in inclusive early childhood classrooms in the United States, had measures for friendships, and were published in peer-reviewed journals between 1990 to 2018. A total of eight studies were identified. The results of this review demonstrated that across all studies there were several common characteristics (e.g. mutual liking, spending time together) in defining young children’s friendships. The studies re- viewed also included various methods (e.g., surveys, interviews, observations) to measure friendships and suggested effective strategies and intervention programs that teachers could use to support friendship development. However, results also showed that teachers did not readily use the evidence-based practices. Based on the results, implications for future research and practices are discussed.

Anahtar Kelimeler

preschool, friendship, inclusive classrooms, disabilities or developmental delays

Kaynakça

• Arda, T. B., & Ocak, Ş. (2012). Social competence and promoting alternative thinking strategies PATHS preschool curriculum. Kuram ve Uygulamada Egitim Bilimleri, 12(4), 2691–2698.
• Barton, E. E., & Smith, B. J. (2015). Advancing high-quality preschool inclusion: A discussion and recommendations for the field. Topics in Early Childhood Special Education, 35(2), 69-78.
• Brown, M., & Bergen, D. (2002). Play and social interaction of children with disabilities at learning/activity centers in an inclusive preschool. Journal of Research in Childhood Education, 17(1), 26–37.
• Brown, W.H., Favazza, P. C., & Odom, S.L. (1995). Code for Active Student Participation and Engagement – Revised (CASPER-II): A training manual for observers. Nashville, TN: Vanderbilt University, Early Childhood Research Institute on Inclusion.
• Brown, W. H., Odom, S. L., & Conroy, M. A. (2001). An intervention hierarchy for promoting young children’s peer interactions in natural environments. Topics in Early Childhood Special Education, 21(3), 162–175.
• Buysse, V. (1991). Early Childhood Friendship Survey. Unpublished instrument, University of North Carolina at Chapel Hill, Frank Porter Graham Child Developmental Center, Chapel Hill.
• Buysse, V. (1993). Friendship of preschoolers with disabilities in community-based childcare settings. Journal of Early Intervention, 17(4), 380–395.
• Buysse, V., Goldman, B. D., & Skinner, M. L. (2002). Setting effects on friendship formation among young children with and without disabilities. Exceptional Children, 68(4), 503 517.
• Buysse, V., Goldman, B. D., & Skinner, M. L. (2003). Friendship formation in inclusive early childhood classrooms: What is the teacher’s role? Early Childhood Research Quarterly, 18, 485–501.
• Chang, Y., Shi, W., & Kasari, C. (2016). Friendships in preschool children with autism spectrum disorder: What holds them back, child characteristics or teacher behavior. Autism, 20(1), 65-70.
• DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute.
• Denham, S. A. (2006). The emotional basis of learning and development in early childhood education. In B. Spodek & O. N. Saracho (Eds.), Handbook of Research on the Education of Young Children (2nd ed., pp. 85–99). Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
• Denham, S., Ferrier, D., Howarth, G., Herndon, K., & Bassett, H. (2016). Key considerations in assessing young children’s emotional competence. Cambridge Journal of Education, 46(3), 299-317.
• Dietrich, S. L. (2005). A look at friendships between preschool-aged children with and without disabilities in two inclusive classrooms. Journal of Early Childhood Research, 3(2), 193 215.
• Division for Early Childhood. (2014). DEC recommended practices in early intervention/early childhood special education. Retrieved from http://www.decsped.org/recommendedpractices
• Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416.
• Early, D.M., Maxwell, K.L., Burchinal, M., Bender, R.H. Ebanks, C., Henry, G.T.,…Zil, N. (2007). Teacher’s education, classroom quality, and young children’s academic skills: Results from seven studies of preschool programs. Child Development, 78(2), 558-580.
• Ferreira, M., Aguiar, C., Correia, N., Fialho, M., & Pimentel, J. S. (2017). Social experiences of children with disabilities in inclusive portuguese preschool settings. Journal of Early Intervention, 39(1), 33–50.
• Frea, W., Craig-Unkefer, L., Odom, S. L., & Johnson, D. (1999). Differential effects of structure social integration and group friendship activities for promoting social interaction with peers. Journal of Early Intervention, 22(3), 230–242.
• Goldman, B.D., Buysse, V., & Carr, L. (1997). Playmates and Friends Questionnaire for Teachers. Chapel Hill: University of North Carolina, FPG, Child Development Institute.
• Han, H. S., & Kemple, K. M. (2006). Components of social competence and strategies of support: Considering what to teach and how. Early Childhood Education Journal, 34(3), 241–246.
• Herndon, K. J., Bailey, C. S., Shewark, E. A., Denham, S. A., & Bassett, H. H. (2013). Preschoolers’ emotion expression and regulation: Relations with school adjustment. Journal of Genetic Psychology, 174(6).
• Hollingsworth, H. L., & Buysse, V. (2009). Establishing friendships in early childhood inclusive settings: What roles do parents and teachers play? Journal of Early Intervention, 31(4), 287–307.
• Ladd, G.W. Herald, S.L. & Andrews, R.K. (2006). Young children’s peer relations and social competence. In B. Spodek & O. N. Saracho (Eds.), Handbook of Research on the Education of Young Children (2nd ed., pp. 23–54). Mahwah, New Jersey (2nd ed., pp. 23–54). Mahwah, New Jersey.
• Meyer, L. E., & Ostrosky, M. M. (2014). Measuring the friendships of young children with disabilities. Topics in Early Childhood Special Education, 34(3), 186–96.
• Mundy, P., Sigman, M., & Ungerer J. (1986). Defining the social deficits of autism. The contribution of nonverbal communication measures. Journal of Psychology and Psychiatry, 27, 657-669.
• Nugent, J. K., Petrauskas, B. J., & Brazleton, T. B. (Eds.). (2009). The newborn as a person: Enabling healthy infant development world wide. Hoboken, New Jersey: John Wiley & Sons, Inc.
• Odom, S. L., & S. R. McConnell. (1991, August). Comparison for interventions for promoting peer social competence of young children with disabilities. Paper presented at the Biennial Meeting of the Society for Research in Child Development, San Francisco, CA.
• Odom, S. L., Zercher, C., Li, S., Marquart, J. M., Sandall, S., & Brown, W. H. (2006). Social acceptance and rejection of preschool children with disabilities: A mixed-method analysis. Journal of Educational Psychology, 98(4), 807–823.
• Pickens, J. (2009). Socio-emotional program promotes positive behavior in preschoolers. Child Care in Practice, 15(4), 261–278.
• Profilet, S. M., & Ladd, G. W. (1994). Do Mother’s perceptions and concerns about preschoolers’ peer competence predict their practices? Social Development, 3, 205-221.
• Richardson, P., & Schwartz, I. S. (2004). Making friends in preschool: Friendship patterns of young children with disabilities. In B. Kryzwosz-Rynkiew & A. Ross (Eds.), European issues on children’s identity and citizenship 4: Social learning, inclusiveness and exclusiveness in Europe. Stoke on Trent, UK & USA: Trentham Books.
• Sazak Pinar, E., & Sucuoglu, B. (2013). The outcomes of social skills teaching programs for inclusive classroom teachers. Educational sciences: Theory and practice, 13(4), 2247-2261.
• Shippen, M., Crites, S., & Houchins, D. (2005). Preservice teachers’ perceptions of including students with disabilities. Teacher Education and Special Education, 28(2), 92-99.
• Stanton-Chapman, T., & Brown, T. (2015). A strategy to increase social interactions of 3-year old children with disabilities in an inclusive classroom. Topics in Early Childhood Special Education, 35(1), 4-14.
• U.S. Department of Health and Human Services & U.S. Department of Education. (2015). Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs.
• Weissberg, R. P., Goren, P., Domitrovich, C., & Dusenbury, L. (2012). 2013 CASEL Guide: Effective Social and Emotional Learning Programs. Preschool and Elementary School Edition.
• Yang, C.-H., & Rusli, E. (2012). Teacher training in using effective strategies for preschool children with disabilities in inclusive classrooms, 9(1), 53-64.