Unit:
Κατεύθυνση Ειδική ΑγωγήLibrary of the School of Education
Author:
Papadopoulou Efstathia
Supervisors info:
Παπαδοπούλου Καλλιρρόη ,Επίκουρη Καθηγήτρια ,
Τμήμα Εκπαίδευσης και Αγωγής στην Προσχολική Ηλικία , ΕΚΠΑ
Original Title:
«Απόψεις νηπιαγωγών γενικής εκπαίδευσης και τμημάτων ένταξης για τη συμβολή του ελεύθερου παιχνιδιού στην ανάπτυξη κοινωνικών σχέσεων νηπίων με αναπηρία »
Translated title:
"Views of general and special education pre-school teachers ,working in integration classes , for the contribution of free play , on social relationships deelopment, regarding students with disabilities "
Summary:
Playing during pre-school education is a key element of the school program. By playing the child learns while it is developed. It includes cognitive, imaginative, creative, emotional and social elements and is the main way of expressing children's passion for adventure and experimentation.
Play and social interaction with children of the same age are important elements for accepting diversity and empathy. Joint actions and interests of play help children to develop social relationships with children involved and interacting. In the pre-school environment, social relations and interactions between children are promoted through playing. Moreover these are shaped by the way the classroom is organized, by the classmates and teachers. The fact is that all children can develop social relationships as they stem from their nature of contact and interaction with other children. Effectiveness of integration depends on the interaction between children with and without disabilities that in most cases do not spontaneously emerge.
In the current study were investigated the opinions of general and special education teachers on the contribution on free play to the development of social relationships of disabled children. The findings of the study demonstrate that play is one of the most constructive subjects in pre-school teachers; an important tool and a key part of pre-school education. According to the analysis the children initially play in order to be pleased although in fact through playing the children are developed mentally, emotionally and socially and discover, express and get socialized. There is no differentiation for kids of integration section, while its contribution is important for all areas of development and learning. Teachers promote free play by properly organizing the space and offering stimuli and encouraging the cooperation. Very important is the cooperation of the general education department with the integration section. If the collaboration framework is not positive, this also affects the departments’ operation. Children of integration class prefer the musical games as well as the construction ones. Teachers stated that playing helps children, although sometimes the results are not immediately visible. It is very important the general education department to collaborate with the integration section. If the collaboration framework is not positive, this affects the operation of the school. Finally, it appeared that practices are not differentiated in order to develop social relationships between children with and without disabilities.
Keywords:
pre-school class, intergration class, free play, social relationships, students with disabilities
Number of references:
220
