Enhancing peer interaction during guided play in Finnish integrated special groups

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Syrjämäki , M , Pihlaja , P & Sajaniemi , N 2018 , ' Enhancing peer interaction during guided play in Finnish integrated special groups ' , European Early Childhood Education Research Journal , vol. 26 , no. 3 , pp. 418-431 . https://doi.org/10.1080/1350293X.2018.1463908

Title: Enhancing peer interaction during guided play in Finnish integrated special groups
Author: Syrjämäki, Marja; Pihlaja, Päivi; Sajaniemi, Nina
Contributor: University of Helsinki, Department of Education
University of Helsinki, Department of Education
Date: 2018
Language: eng
Number of pages: 14
Belongs to series: European Early Childhood Education Research Journal
ISSN: 1350-293X
URI: http://hdl.handle.net/10138/309342
Abstract: This article focused on the pedagogy that enhances peer interaction in integrated special groups. In Finland, most children identified as having special educational needs (SEN) attend day-care in mainstream kindergarten groups; the rest are in integrated or segregated early childhood special education (ECSE) groups in public day-care centres [National Institute of Health and Welfare. 2013. "Child Day Care 2013 - Municipal Survey." Accessed March 15, 2016. https://www.julkari.fi/bitstream/handle/10024 /116231/Tr16_14.pdf?sequence=4]. An integrated group, which typically consists of seven children without and five with SEN, is supposed to be an inclusive environment that provides an atmosphere in which every child can feel togetherness and be scaffolded [Pihlaja, P. 2009. "Erityisen tuen kaytannot varhaiskasvatuksessa - nakokulmana inkluusio." [The Special Education Practices in Early Childhood Education - Inclusion as Viewpoint.] Kasvatus 2: 146-156]. Our aim was to examine how ECSE professionals' pedagogical practices were used to enhance peer interaction in interactive play. We analysed 14 videotaped sessions of guided play and conceptualized the studied phenomenon by portraying five guidance types in which the identified pedagogical practices were used in different ways.
Subject: Peer interaction
special educational needs
guided play
pedagogical practices
guidance types
group-based sensitivity
YOUNG-CHILDREN
ENGAGEMENT
CHILDHOOD
EDUCATION
TEACHERS
GUIDANCE
BEHAVIOR
SUPPORT
516 Educational sciences
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