Effective peer interactions are crucial for children's social development. According to the research article "Supporting Peer Interactions of Children with Low Social Communication Skills," early childhood educators play a pivotal role in facilitating these interactions. This blog explores how practitioners can implement research findings to enhance their skills and foster better peer interactions among children.
Understanding the Research
The study by Girolametto, Weitzman, and Greenberg (2005) investigates the frequency and type of verbal supports used by early childhood educators to facilitate peer interactions among children with low social communication skills. The research highlights the importance of training educators to use both direct and indirect verbal support strategies effectively.
Key Findings
- Indirect verbal supports (e.g., mentioning a child's name, interpreting a child's words) were used more frequently than direct supports (e.g., telling a child what to say, inviting children to play together).
- There was no significant difference in the educators' verbal supports between children with low social communication skills and their peers.
- Educators did not adjust their input based on the children's needs, indicating a potential area for professional development.
Practical Implementation
Practitioners can enhance their skills by incorporating the following strategies:
- Increase Awareness: Recognize the specific needs of children with low social communication skills and adjust verbal supports accordingly.
- Use Direct Strategies: Encourage children to interact by providing clear instructions and invitations to engage with peers.
- Provide Positive Reinforcement: Praise children for their efforts in peer interactions to boost their confidence and encourage further engagement.
- Ongoing Training: Participate in professional development programs that focus on enhancing peer interaction skills in early childhood settings.
Encouraging Further Research
While this study provides valuable insights, further research is needed to explore the effectiveness of different verbal support strategies across various age groups and settings. Practitioners are encouraged to stay informed about the latest research and incorporate evidence-based practices into their work.
To read the original research paper, please follow this link: Supporting Peer Interactions of Children with Low Social Communication Skills / Soutenir les interactions entre les enfants ayant de faibles aptitudes à la communication sociale.
