Patterns of Social Interaction of Mainstreamed Preschool Children: Hopeful News from the Field

Abstract

Much of the research on social interaction in mainstreamed settings has focused on “reverse mainstreamed” or special environments in contrast, the present study observed 600 social interactions in 19 regular preschools. Three findings emerged: a) retarded children are substantially integrated into the emotional and social life of the peer group, but not fully integrated into peer group verbal life; b) there is an inverse relationship between teachers’ initiation of social interaction with retarded children and the degree to which the latter are integrated into peer group life; and c) teachers provide retarded children with more verbal enrichment and emotional protection than these children receive from their peer group. On balance, these findings are fairly encouraging, suggesting that to a considerable extent mainstreaming is working in preschool classrooms.

Additional information

Notes on contributors

Nancy Herink

Nancy Herink, Ed D, is Associate Professor of Education, Green Mountain College, Poultney, Vermont 05764

Patrick C. Lee

Patrick C. Lee, Ph D, is Associate Professor of Education and Psychology, Teachers’ College, Columbia University, New York NY 10027