An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay

Chen Luhua; Yu Suhong

doi:doi:10.11648/j.si.20231103.24

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An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay

Chen Luhua, Yu Suhong

Published in Science Innovation (Volume 11, Issue 3)

Received: 5 May 2023 Accepted: 7 June 2023 Published: 14 June 2023

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Abstract

The social interaction between peers plays an important role in the social development of young children. However, due to the limitations of cognitive, language or other fields, children with developmental delay always have some difficulties in social interaction with their peers. The development of preschool inclusive education has created opportunities for typical developing children and children with developmental delays to interact socially in natural situations. This study used action research as basic method to explore how to improve the social interaction ability of children with developmental delay through Peer-mediated Interventions. Three children with developmental delay were paired with two peers, and behavior skills were trained for the peers through three rounds of action. Post-action observation of social interactions between peers and developmentally delayed toddlers in integrated role play. After three rounds of action, it was found that the number of interactions initiated by the trainees with the developmentally delayed children increased, the interaction was initiated by the peers, and the developmentally delayed children responded in a single round; the trainees’ awareness of interaction is enhanced, which promotes their social interaction with children with developmental delays; rational use of interaction strategies improves the quality of interaction with children with developmental delays. On this basis, it is recommended that kindergarten teachers strengthen the guidance of typical developing children and teach them interactive strategies combined with game situation, so as to create more interaction opportunities for typical developing children and children with developmental delays.

Published in	Science Innovation (Volume 11, Issue 3)
DOI	10.11648/j.si.20231103.24
Page(s)	169-174
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Peer-Mediated Interventions, Children with Developmental Delays, Social Interaction, Action Research

References

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APA Style

Chen Luhua, Yu Suhong. (2023). An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay. Science Innovation, 11(3), 169-174. https://doi.org/10.11648/j.si.20231103.24

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ACS Style

Chen Luhua; Yu Suhong. An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay. Sci. Innov. 2023, 11(3), 169-174. doi: 10.11648/j.si.20231103.24

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AMA Style

Chen Luhua, Yu Suhong. An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay. Sci Innov. 2023;11(3):169-174. doi: 10.11648/j.si.20231103.24

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@article{10.11648/j.si.20231103.24,
  author = {Chen Luhua and Yu Suhong},
  title = {An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay},
  journal = {Science Innovation},
  volume = {11},
  number = {3},
  pages = {169-174},
  doi = {10.11648/j.si.20231103.24},
  url = {https://doi.org/10.11648/j.si.20231103.24},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20231103.24},
  abstract = {The social interaction between peers plays an important role in the social development of young children. However, due to the limitations of cognitive, language or other fields, children with developmental delay always have some difficulties in social interaction with their peers. The development of preschool inclusive education has created opportunities for typical developing children and children with developmental delays to interact socially in natural situations. This study used action research as basic method to explore how to improve the social interaction ability of children with developmental delay through Peer-mediated Interventions. Three children with developmental delay were paired with two peers, and behavior skills were trained for the peers through three rounds of action. Post-action observation of social interactions between peers and developmentally delayed toddlers in integrated role play. After three rounds of action, it was found that the number of interactions initiated by the trainees with the developmentally delayed children increased, the interaction was initiated by the peers, and the developmentally delayed children responded in a single round; the trainees’ awareness of interaction is enhanced, which promotes their social interaction with children with developmental delays; rational use of interaction strategies improves the quality of interaction with children with developmental delays. On this basis, it is recommended that kindergarten teachers strengthen the guidance of typical developing children and teach them interactive strategies combined with game situation, so as to create more interaction opportunities for typical developing children and children with developmental delays.},
 year = {2023}
}

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TY  - JOUR
T1  - An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay
AU  - Chen Luhua
AU  - Yu Suhong
Y1  - 2023/06/14
PY  - 2023
N1  - https://doi.org/10.11648/j.si.20231103.24
DO  - 10.11648/j.si.20231103.24
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 169
EP  - 174
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20231103.24
AB  - The social interaction between peers plays an important role in the social development of young children. However, due to the limitations of cognitive, language or other fields, children with developmental delay always have some difficulties in social interaction with their peers. The development of preschool inclusive education has created opportunities for typical developing children and children with developmental delays to interact socially in natural situations. This study used action research as basic method to explore how to improve the social interaction ability of children with developmental delay through Peer-mediated Interventions. Three children with developmental delay were paired with two peers, and behavior skills were trained for the peers through three rounds of action. Post-action observation of social interactions between peers and developmentally delayed toddlers in integrated role play. After three rounds of action, it was found that the number of interactions initiated by the trainees with the developmentally delayed children increased, the interaction was initiated by the peers, and the developmentally delayed children responded in a single round; the trainees’ awareness of interaction is enhanced, which promotes their social interaction with children with developmental delays; rational use of interaction strategies improves the quality of interaction with children with developmental delays. On this basis, it is recommended that kindergarten teachers strengthen the guidance of typical developing children and teach them interactive strategies combined with game situation, so as to create more interaction opportunities for typical developing children and children with developmental delays.
VL  - 11
IS  - 3
ER  -

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Author Information

Chen Luhua

Wunan Kindergarten, Shanghai, China
Yu Suhong

Department of Special Education, East China Normal University, Shanghai, China

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Plain Text BibTeX RIS

APA Style

Chen Luhua, Yu Suhong. (2023). An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay. Science Innovation, 11(3), 169-174. https://doi.org/10.11648/j.si.20231103.24

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ACS Style

Chen Luhua; Yu Suhong. An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay. Sci. Innov. 2023, 11(3), 169-174. doi: 10.11648/j.si.20231103.24

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AMA Style

Chen Luhua, Yu Suhong. An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay. Sci Innov. 2023;11(3):169-174. doi: 10.11648/j.si.20231103.24

Copy | Download

@article{10.11648/j.si.20231103.24,
  author = {Chen Luhua and Yu Suhong},
  title = {An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay},
  journal = {Science Innovation},
  volume = {11},
  number = {3},
  pages = {169-174},
  doi = {10.11648/j.si.20231103.24},
  url = {https://doi.org/10.11648/j.si.20231103.24},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20231103.24},
  abstract = {The social interaction between peers plays an important role in the social development of young children. However, due to the limitations of cognitive, language or other fields, children with developmental delay always have some difficulties in social interaction with their peers. The development of preschool inclusive education has created opportunities for typical developing children and children with developmental delays to interact socially in natural situations. This study used action research as basic method to explore how to improve the social interaction ability of children with developmental delay through Peer-mediated Interventions. Three children with developmental delay were paired with two peers, and behavior skills were trained for the peers through three rounds of action. Post-action observation of social interactions between peers and developmentally delayed toddlers in integrated role play. After three rounds of action, it was found that the number of interactions initiated by the trainees with the developmentally delayed children increased, the interaction was initiated by the peers, and the developmentally delayed children responded in a single round; the trainees’ awareness of interaction is enhanced, which promotes their social interaction with children with developmental delays; rational use of interaction strategies improves the quality of interaction with children with developmental delays. On this basis, it is recommended that kindergarten teachers strengthen the guidance of typical developing children and teach them interactive strategies combined with game situation, so as to create more interaction opportunities for typical developing children and children with developmental delays.},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - An Action Research of Peer-Mediated Interventions to Improve Social Interaction Ability of Children with Developmental Delay
AU  - Chen Luhua
AU  - Yu Suhong
Y1  - 2023/06/14
PY  - 2023
N1  - https://doi.org/10.11648/j.si.20231103.24
DO  - 10.11648/j.si.20231103.24
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 169
EP  - 174
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20231103.24
AB  - The social interaction between peers plays an important role in the social development of young children. However, due to the limitations of cognitive, language or other fields, children with developmental delay always have some difficulties in social interaction with their peers. The development of preschool inclusive education has created opportunities for typical developing children and children with developmental delays to interact socially in natural situations. This study used action research as basic method to explore how to improve the social interaction ability of children with developmental delay through Peer-mediated Interventions. Three children with developmental delay were paired with two peers, and behavior skills were trained for the peers through three rounds of action. Post-action observation of social interactions between peers and developmentally delayed toddlers in integrated role play. After three rounds of action, it was found that the number of interactions initiated by the trainees with the developmentally delayed children increased, the interaction was initiated by the peers, and the developmentally delayed children responded in a single round; the trainees’ awareness of interaction is enhanced, which promotes their social interaction with children with developmental delays; rational use of interaction strategies improves the quality of interaction with children with developmental delays. On this basis, it is recommended that kindergarten teachers strengthen the guidance of typical developing children and teach them interactive strategies combined with game situation, so as to create more interaction opportunities for typical developing children and children with developmental delays.
VL  - 11
IS  - 3
ER  -

Copy | Download