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Promoting Social Competence and Social Inclusion in the Preschool: A Peer-Based Relational Intervention

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Title: Promoting Social Competence and Social Inclusion in the Preschool: A Peer-Based Relational Intervention
Language: English
Authors: Peter Kutnick (ORCID 0000-0002-0095-2269), Jen Colwell
Source: Early Child Development and Care. 2024 194(11):1212-1229.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Foreign Countries, Preschool Children, Preschool Teachers, Interpersonal Competence, Empathy, Peer Acceptance, Peer Relationship, Friendship, Social Development, Prosocial Behavior, Communication Skills, Teacher Behavior, Teacher Response
Geographic Terms: United Kingdom (England)
DOI: 10.1080/03004430.2024.2412639
ISSN: 0300-4430
1476-8275
Abstract: Reviews concerning the enhancement of preschool children's social competencies reveal areas within which teacher approach, definitions of social competence and methods of study can be enhanced. In response, teachers and researchers co-developed and introduced a peer-based relational intervention to support children's communication, empathic response and non-homophilic choice of friendship/work mates. Within this design-based approach, a three-phase comparison was made in 14 English preschool classrooms. Results identified changes attributed to the intervention regarding: teacher behaviour (movement from giving directions to observation and support); child behaviour (enhanced reciprocal communication, empathic response to others and engagement in cognitively challenging activities) and an expansion of socially inclusive play/work mates. Not all teachers/classes responded to the relational approach in the same manner: those that engaged actively in the approach encouraged more social competence enhancements amongst children; those with lower engagement identified support/implementation problems and children showed less social competence advances.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1448554
Database: ERIC
FullText Text:
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  Data: Promoting Social Competence and Social Inclusion in the Preschool: A Peer-Based Relational Intervention
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  Data: <searchLink fieldCode="AR" term="%22Peter+Kutnick%22">Peter Kutnick</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0095-2269">0000-0002-0095-2269</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jen+Colwell%22">Jen Colwell</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Early+Child+Development+and+Care%22"><i>Early Child Development and Care</i></searchLink>. 2024 194(11):1212-1229.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 18
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Acceptance%22">Peer Acceptance</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Friendship%22">Friendship</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Prosocial+Behavior%22">Prosocial Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Communication+Skills%22">Communication Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Response%22">Teacher Response</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
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  Data: 10.1080/03004430.2024.2412639
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  Data: 0300-4430<br />1476-8275
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  Label: Abstract
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  Data: Reviews concerning the enhancement of preschool children's social competencies reveal areas within which teacher approach, definitions of social competence and methods of study can be enhanced. In response, teachers and researchers co-developed and introduced a peer-based relational intervention to support children's communication, empathic response and non-homophilic choice of friendship/work mates. Within this design-based approach, a three-phase comparison was made in 14 English preschool classrooms. Results identified changes attributed to the intervention regarding: teacher behaviour (movement from giving directions to observation and support); child behaviour (enhanced reciprocal communication, empathic response to others and engagement in cognitively challenging activities) and an expansion of socially inclusive play/work mates. Not all teachers/classes responded to the relational approach in the same manner: those that engaged actively in the approach encouraged more social competence enhancements amongst children; those with lower engagement identified support/implementation problems and children showed less social competence advances.
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        Value: 10.1080/03004430.2024.2412639
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 1212
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Preschool Teachers
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      – SubjectFull: Interpersonal Competence
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      – SubjectFull: Empathy
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      – SubjectFull: Peer Acceptance
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      – SubjectFull: Peer Relationship
        Type: general
      – SubjectFull: Friendship
        Type: general
      – SubjectFull: Social Development
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      – SubjectFull: Prosocial Behavior
        Type: general
      – SubjectFull: Communication Skills
        Type: general
      – SubjectFull: Teacher Behavior
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      – SubjectFull: Teacher Response
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      – SubjectFull: United Kingdom (England)
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      – TitleFull: Promoting Social Competence and Social Inclusion in the Preschool: A Peer-Based Relational Intervention
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