Let's Be Friends: Peer Competence and Social Inclusion in Early Childhood Programs

by Kristen Mary Kemple

Overview

This book describes methods of support and intervention teachers can use to create social inclusion in preschool and the primary grades. Combining general early childhood education with special education, this unique volume explains a wide variety of strategies ranging from environmental arrangement, on-the-spot teaching, and cooperative learning, to more intensive, individually-targeted interventions for children experiencing particular challenges and disabilities.

“This is a book richly populated with young children, their words, their concerns, and a host of collaborative strategies for promoting peer affirmation. . . . How I wish that all young children would have had the benefit of teachers who read, understood, and implemented the ideas in this book.”
—From the Foreword by Mary Renck Jalongo, Editor-in-Chief, Early Childhood Education Journal

“Let’s Be Friends addresses critical questions about how early childhood programs can help all young children, including those at-risk, to develop competent social interaction skills . . . an invaluable contribution in its translation of research results to practical interventions.”
—Karen E. Diamond, Director, Child Development Laboratory School, Purdue University

Product Details

ISBN-13:	9780807774953
Publisher:	Teachers College Press
Publication date:	09/14/2018
Series:	Early Childhood Education Series
Sold by:	Barnes & Noble
Format:	eBook
File size:	4 MB

About the Author

Kristen Mary Kemple is an Associate Professor at the School of Teaching and Learning at the University of Florida.

Table of Contents

	Foreword	ix
	Preface	xi
1.	The Importance of Peer Competence and Social Inclusion	1
	Social Competence and Peer Competence	2
	Why is Competent Peer Interaction Important?	4
	Developmentally Appropriate Practice and Social Competence	6
	Inclusion and Peer Competence	8
	The Teacher's Role	11
	Summary	13
	Food for Thought	14
2.	Reflective Teaching and Collaboration as Unifying Frameworks for Social Inclusion	15
	Early Childhood Education and Early Childhood Special Education	16
	Continuum of Strategies	18
	Reflective Teaching	20
	Collaboration and Reflection	24
	Summary	27
	Food for Thought	28
3.	Arranging the Environment to Support Peer Interaction	30
	Room Arrangement	31
	Aesthetic Considerations	37
	Materials and Equipment	39
	Time, Schedules, and Routines	43
	Human Environment: The Peopling of the Program	46
	Emotional Climate: The Affective Environment	48
	Summary	53
	Food for Thought	54
4.	Naturalistic Strategies to Promote Peer Interaction and Social Inclusion	55
	"On-the-Spot" Support	56
	Conflict Mediation	68
	Summary	76
	Food for Thought	77
5.	Planned Routine Activities to Promote Peer Interaction and Social Inclusion	79
	Small Group Activities	80
	Whole Group Activities	85
	Summary	95
	Food for Thought	96
6.	High-Intensity Training and Coaching Interventions	97
	Integrating a New Student	98
	Intervention Strategies	103
	Maximizing Success	118
	Summary	120
	Food for Thought	121
7.	Supporting Children with Particular Social Needs and Disabilities	122
	Children Who Often Feel Shy	123
	Children with Aggressive Behavior Patterns	125
	Children with Visual Impairment	129
	Children with Hearing Impairment	132
	Children with Autism Spectrum Disorders	136
	Summary	140
	Food for Thought	140
	Epilogue: Closing Thoughts about Community and Collaboration	143
Appendix A.	Books for Children about Friendship and Friendship Skills	147
Appendix B.	Recorded Songs for Children That Address Social Topics	149
	References	155
	Index	171
	About the Author	180

What People are Saying About This

From the Publisher

“This is a book richly populated with young children, their words, their concerns, and a host of collaborative strategies for promoting peer affirmation….How I wish that all young children would have had the benefit of teachers who read, understood, and implemented the ideas in this book.”
—From the Foreword by Mary Renck Jalongo, Editor-in-Chief, Early Childhood Education Journal

“ Let's Be Friends addresses critical questions about how early childhood programs can help all young children, including those at-risk, to develop competent social interaction skills….an invaluable contribution in its translation of research results to practical interventions.”
— Karen E. Diamond, Director, Child Development Laboratory School, Purdue University