Social interactions in integrating preschool groups: an observational study

Abstract

The focus of the study was to examine social relationships in integrating preschool groups. Social integration is a crucial fact regarding the success of integration. The aim of the study was to reveal the social interactions of children with special educational needs attending integrating preschool groups. Social interactions of six children with special educational needs (non-autistic) (3 girls and 3 boys between the age of 5 and 7, mean age: 6.17 ys) were studied by using the method of natural observation. Videos were recorded several times in 5 integrating groups at morning time. After developing the categories, reliability was tested on the category system. Observation was executed on approximately 5 hrs long videotaped periods of children’s behaviour. Results were analysed by counting the frequencies of the categories. The observed children with special educational needs occupied themselves with play in the majority of the observed periods. Activities were carried out in interaction, mostly with peers more than half of the observed cases. By analysing and comparing the results to scientific articles it was concluded that observed children can be seen as members of the groups and were playmates of other members of the preschool groups.