Report: Using Classroom Actitvities and Routines as Opportunities to Support Peer Interaction
Report » Using Classroom Actitvities and Routines as Opportunities to Support Peer Interaction
T. Bovey , P. Strain
Center on the Social and Emotional Foundations for Early Learning, Vanderbilt University
This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Children with and without disabilities often lack key social skills necessary for success in preschool and later in life. In fact, research has indicated a strong relationship between low peer status in childhood and later problems in adolescence and adulthood. Children with social deficits often show similar patterns of behavior; they may be withdrawn and hesitant to interact with peers, they may be socially aloof and “unaware” of their peers, or they may want to interact with their peers but not have the skills to do so successfully. To help prevent problems later in life, promoting children’s social development is one of the primary goals of preschool.