Using Play to Build the Social Competence of Young Children with Language Delays: Practical Guidelines for Teachers
Abstract Social competence and social communication development can be concurrently supported through intentional thought and planning on the part of the early childhood special educator. In this article, we present suggestions for how teachers can effectively plan for and implement interventions to...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Dennis, Lindsay R. [verfasserIn] |
|---|
| Format: |
Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2014 |
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| Schlagwörter: |
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| Anmerkung: |
© Springer Science+Business Media New York 2014 |
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| Übergeordnetes Werk: |
Enthalten in: Early childhood education journal - Springer Netherlands, 1995, 43(2014), 1 vom: 08. Apr., Seite 1-7 |
|---|---|
| Übergeordnetes Werk: |
volume:43 ; year:2014 ; number:1 ; day:08 ; month:04 ; pages:1-7 |
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| DOI / URN: |
10.1007/s10643-014-0638-5 |
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OLC2027545085 |
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| 520 | |a Abstract Social competence and social communication development can be concurrently supported through intentional thought and planning on the part of the early childhood special educator. In this article, we present suggestions for how teachers can effectively plan for and implement interventions to support these two areas, all within the context of play. The levels of play, awareness, exploration, and problem solving can be utilized by teachers to provide experiences for children, specifically those with language delays, to enhance and refine their social competence skills, while also furthering their language development. It is important for teachers to provide, to the extent possible, an environment that is arranged to allow for multiple opportunities to practice these skills, while also keeping in mind the child’s preferences and interests. Implementation of the suggested strategies can support children with language delays, as well as their peers, in becoming more successful with using their social communication skills to appropriately navigate social situations within the context of play. | ||
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Abstract Social competence and social communication development can be concurrently supported through intentional thought and planning on the part of the early childhood special educator. In this article, we present suggestions for how teachers can effectively plan for and implement interventions to support these two areas, all within the context of play. The levels of play, awareness, exploration, and problem solving can be utilized by teachers to provide experiences for children, specifically those with language delays, to enhance and refine their social competence skills, while also furthering their language development. It is important for teachers to provide, to the extent possible, an environment that is arranged to allow for multiple opportunities to practice these skills, while also keeping in mind the child’s preferences and interests. Implementation of the suggested strategies can support children with language delays, as well as their peers, in becoming more successful with using their social communication skills to appropriately navigate social situations within the context of play. © Springer Science+Business Media New York 2014 |
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Abstract Social competence and social communication development can be concurrently supported through intentional thought and planning on the part of the early childhood special educator. In this article, we present suggestions for how teachers can effectively plan for and implement interventions to support these two areas, all within the context of play. The levels of play, awareness, exploration, and problem solving can be utilized by teachers to provide experiences for children, specifically those with language delays, to enhance and refine their social competence skills, while also furthering their language development. It is important for teachers to provide, to the extent possible, an environment that is arranged to allow for multiple opportunities to practice these skills, while also keeping in mind the child’s preferences and interests. Implementation of the suggested strategies can support children with language delays, as well as their peers, in becoming more successful with using their social communication skills to appropriately navigate social situations within the context of play. © Springer Science+Business Media New York 2014 |
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Abstract Social competence and social communication development can be concurrently supported through intentional thought and planning on the part of the early childhood special educator. In this article, we present suggestions for how teachers can effectively plan for and implement interventions to support these two areas, all within the context of play. The levels of play, awareness, exploration, and problem solving can be utilized by teachers to provide experiences for children, specifically those with language delays, to enhance and refine their social competence skills, while also furthering their language development. It is important for teachers to provide, to the extent possible, an environment that is arranged to allow for multiple opportunities to practice these skills, while also keeping in mind the child’s preferences and interests. Implementation of the suggested strategies can support children with language delays, as well as their peers, in becoming more successful with using their social communication skills to appropriately navigate social situations within the context of play. © Springer Science+Business Media New York 2014 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">OLC2027545085</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230503043530.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">200819s2014 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s10643-014-0638-5</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC2027545085</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-He213)s10643-014-0638-5-p</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Dennis, Lindsay R.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Using Play to Build the Social Competence of Young Children with Language Delays: Practical Guidelines for Teachers</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2014</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Springer Science+Business Media New York 2014</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract Social competence and social communication development can be concurrently supported through intentional thought and planning on the part of the early childhood special educator. 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