Adult‐child interaction in an integrated preschool programme: Implications for teacher training

Abstract

Much of the behaviour of children within any preschool programme is directed and influenced by their teachers. Studies have indicated that if integrated programming for preschoolers is to be successful then the behaviours and attitudes of the teachers are crucial. In this study student teachers enrolled in a training programme were involved in programme development and implementation. The adult interactions with special needs and nonspecial needs preschoolers enrolled in two programmes were observed. Video tapes of each child were made at four different free play periods in each of two twelve week programme sessions. Questioning was by far the most frequent type of adult‐child interaction. Special needs children were asked many more questions than their nonspecial needs peers. In particular, the most questions asked were closed ones, requiring a yes/no or one word response. Questioning appeared to be used as a way to elicit speech from special needs children. Adults provided more explanations to nonspecial needs children, they responded to the children more frequently and engaged in more conversational interaction and maintenance functions. With special needs children, adults directed and ordered them. Training programmes could help adults to overcome acting in a stereotyped way toward special needs children.