Children's Play Behaviour and Social Communication in Integrated Special Day-Care Groups

Autor/inn/en	Suhonen, Eira; Nislin, Mari A.; Alijoki, Alisa; Sajaniemi, Nina K.
Titel	Children's Play Behaviour and Social Communication in Integrated Special Day-Care Groups
Quelle	In: European Journal of Special Needs Education, 30 (2015) 3, S.287-303 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2015.1009707
Schlagwörter	Play; Interpersonal Communication; Social Behavior; Special Education; Early Childhood Education; Foreign Countries; Language Impairments; Severe Disabilities; Statistical Analysis; Self Control; Structural Equation Models; Finland + Suchen Sie Ihr Suchwort? Spiel; Interpersonale Kommunikation; Social behaviour; Soziales Verhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Severe disability; Schwerbehinderung; Statistische Analyse; Selbstbeherrschung; Finnland
Abstract	The aim of this study was to investigate children's social communication abilities and play to reveal possible changes during a one year period in the context of Finnish early childhood special education. The data we collected during 2012-2013 consisted of assessments of play behaviour (Preschool Play Behavior Scale) and social communication (Assesment, Evaluation and Programming System for Infants and Children, AEPS) conducted by early childhood special education teachers. The participating children with (N = 89) and without (N = 124) special educational needs (SEN) were attending integrated special day care groups (N = 21) in the metropolitan area of Helsinki. The children's SEN was divided into three types: language disorders, self-regulation and severe disabilities. Differences were examined by analysis of variance, and relations between variables were tested using the structural equation model techniques. Our primary results demonstrated statistically significant differences between children with and without SEN in both social communication competence and social play (p < 0.01). Mainly, the children with severe disabilities seemed to fall behind in more social forms of play behaviour compared to other children with or without SEN. Interestingly, in children with severe disabilities, their social play declined even as their skills in social communication slightly increased. These results highlight the importance of play in early childhood special education and stress teachers' significant role in guiding and supporting play. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01