The interrelation between children’s play behaviour, temperament, and special educational needs (SEN) in early childhood special education (ECSE)

ABSTRACT

The aim of this study is to identify if children's play behaviour, temperament, and special educational needs (SEN) are interrelated. It is important to increase the awareness of the joint effects of temperament and SEN on behaviour so that early childhood special education (ECSE) teachers can provide the appropriate support for children with SEN and optimally guide their development.

This study is a part of an early childhood special education (ECSE) project at the University of Helsinki. Children's (N = 332) educational needs were divided into four status groups: language disorders, self-regulatory difficulties, severe disabilities, and children without SEN. The temperament of each child was evaluated by their parents and play behaviour observed by ECSE teachers.

The results show that children without SEN had more effortful control and social play than children with SEN. In addition, there were significant differences in temperament and play behaviour between the different SEN groups.

KEYWORDS:

• Early childhood education (ECE)
• special educational needs (SEN)
• play behaviour
• temperament

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This study was supported by the Jenny ja Antti Wihurin Rahasto and Antti Wihuri Foundation under grant 170155.

Notes on contributors

Jonna Kesäläinen

Jonna Kesäläinen is a PhD student at the University of Helsinki. Her research is in the field of early childhood special education focusing on children’s learning, temperament and stress regulation.

Eira Suhonen

Eira Suhonen is an adjunct professor at the University of Helsinki. Her main research interest is in early childhood special education. She has focused in her research on play and early intervention. She is also specialized in analyses of biomarkers of stress response regulation in children.

Alisa Alijoki

Alisa Alijoki is University Lecturer at the University of Helsinki. Her main research interest is in early childhood special education. She has focused in her research on early intervention.

Nina Sajaniemi

Nina Sajaniemi is a professor of early education and a clinical neuropsychologist. Her areas of expertise are in developmental sciences and in educational psychology. Her research interests are in stress regulation, interaction, social behaviour and pedagogical sensitivity.