A Study on Peer Interaction Behaviors of 3-4-Year-Old Children in Regional Activities within an Inclusive Education Context
Abstract
This study compared peer interactions of 3-4-year-olds during regional activities in an inclusive kindergarten classroom in City H,
involving two children with mild ASD and one with mild ADHD. Using event sampling, it analyzed differences in interaction themes, activity
areas, and modes between episodes involving children with Special Educational Needs (SEN) and those without. Results showed that interactions involving children with SEN featured significantly more Scramble and Ask for help, alongside a higher proportion of Attack and Deny
behaviors. The Construction Area was a high-conflict zone. Interactions also relied more on physical actions, with verbal communication
decreasing. The study recommends that regional activities be structured through environmental design, tiered materials, and guided teacher
support to foster social development in inclusive settings.
involving two children with mild ASD and one with mild ADHD. Using event sampling, it analyzed differences in interaction themes, activity
areas, and modes between episodes involving children with Special Educational Needs (SEN) and those without. Results showed that interactions involving children with SEN featured significantly more Scramble and Ask for help, alongside a higher proportion of Attack and Deny
behaviors. The Construction Area was a high-conflict zone. Interactions also relied more on physical actions, with verbal communication
decreasing. The study recommends that regional activities be structured through environmental design, tiered materials, and guided teacher
support to foster social development in inclusive settings.
Keywords
Inclusive Education; Regional Activities; Peer Interaction; Young Children with Special Educational Needs
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PDFReferences
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DOI: http://dx.doi.org/10.70711/neet.v4i2.8669
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