Promoting peer interactions in an inclusive preschool in China: what are teachers' strategies?

Tan R, Perren S (2021)
International Journal of Inclusive Education.

Zeitschriftenaufsatz | E-Veröff. vor dem Druck | Englisch
 
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Autor*in
Tan, RunUniBi; Perren, Sonja
Abstract / Bemerkung
This study examined strategies teachers applied to promote peer interactions between children with and without Special Educational Needs (SEN) in an inclusive preschool in Shanghai, China. Qualitative case study was used in which seven teachers from four inclusive classrooms participated. In-depth participatory observation and online documents were collected and qualitative content analysis was applied to analyse the data. The key finding suggests both preventive and interventive strategies are identified from five different levels: cooperation with different community stakeholders level; the classroom environment level; the curriculum plan level; the activity design level and the individual children with SEN level. Implications of the ?ndings to promote peer interactions in inclusive early childhood settings and directions for future research are discussed.
Stichworte
strategies; peer interactions; teachers; inclusive preschools
Erscheinungsjahr
2021
Zeitschriftentitel
International Journal of Inclusive Education
ISSN
1360-3116
eISSN
1464-5173
Page URI
https://pub.uni-bielefeld.de/record/2952133

Zitieren

Tan R, Perren S. Promoting peer interactions in an inclusive preschool in China: what are teachers' strategies? International Journal of Inclusive Education. 2021.
Tan, R., & Perren, S. (2021). Promoting peer interactions in an inclusive preschool in China: what are teachers' strategies? International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2021.1879955
Tan, R., and Perren, S. (2021). Promoting peer interactions in an inclusive preschool in China: what are teachers' strategies? International Journal of Inclusive Education.
Tan, R., & Perren, S., 2021. Promoting peer interactions in an inclusive preschool in China: what are teachers' strategies? International Journal of Inclusive Education.
R. Tan and S. Perren, “Promoting peer interactions in an inclusive preschool in China: what are teachers' strategies?”, International Journal of Inclusive Education, 2021.
Tan, R., Perren, S.: Promoting peer interactions in an inclusive preschool in China: what are teachers' strategies? International Journal of Inclusive Education. (2021).
Tan, Run, and Perren, Sonja. “Promoting peer interactions in an inclusive preschool in China: what are teachers' strategies?”. International Journal of Inclusive Education (2021).

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