The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms.
Interaction with peers is an important contributor to young children's social and cognitive development. Yet, little is known about the nature of social networks within preschool inclusive classrooms. The current study applied a social network analysis to characterize children's peer interactions in...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 49; no. 7; pp. 2779 - 2795 |
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| Autores principales: | , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Springer Nature
Jul2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=137289971&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 137289971 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Jul2019 vid: 49 iid: 7 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 137289971 137289971 137289971 10.1007/s10803-017-3272-4 137289971 ppf: 2779 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: The Social Networks of Children With and Without Disabilities in Early Childhood Special Education Classrooms. aug: au: Chen, Jing Lin, Tzu-Jung Justice, Laura Sawyer, Brook affil: Department of Educational Studies, The Ohio State University, 43210, Columbus, OH, USA sug: subj: Children with Disabilities Psychosocial Factors Social Networks Peer Group Interpersonal Relations Mainstreaming (Education) Learning Environment Child Health Health Status Human Child, Preschool Teachers Psychosocial Factors Child, Preschool: 2-5 years ab: Interaction with peers is an important contributor to young children's social and cognitive development. Yet, little is known about the nature of social networks within preschool inclusive classrooms. The current study applied a social network analysis to characterize children's peer interactions in inclusive classrooms and their relations with children's disability status. The participants were 485 preschoolers from 64 early childhood special education (ECSE) inclusive classrooms. Results from teachers' report of children's social networks showed that children with disabilities formed smaller play networks compared to their typically developing peers in the classroom, but no evidence indicated that children with disabilities engaged in more conflict networks than their counterparts. Children's play and conflict networks were segregated by children's disability status. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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