DEVELOPING INITIATIVE IN 6-YEAR-OLD CHILDREN IN PRESCHOOL EDUCATION: A PEDAGOGICAL APPROACH THAT SUPPORTS PEER COMMUNICATION
Keywords:
aggression on the social networkAbstract
This article analyzes the initiatives expressed by children and the responses given to them by preschool education specialists within the framework of pedagogy aimed at developing peer communication among children with different levels of development. The study was conducted in four integrated special groups under state preschool educational organizations. In such groups, typically developing children and children with special needs (ME children) work together every day. The study analyzed 12 videotaped play sessions with the participation of 33 children aged 3 to 6 years and 10 educators. It examined children's initiatives, adult responses, and the consequences that arose. The results of the study showed that communication and participation can be supported through various pedagogical responses to children's verbal and nonverbal initiatives. However, weak or nonverbal initiatives expressed by ME children in particular are at risk of being ignored or denied. These findings indicate the need for preschool education professionals to reconsider the level of pedagogical sensitivity, to understand children's initiatives and to respond appropriately to them
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