A Look at Friendships Between Preschool-Aged Children With and Without Disabilities in Two Inclusive Classrooms

Bibliographic Data

ID12724737
AuthorsSylvia L Dietrich (University of Alabama, corresponding author)
Year2005
Volume3
Issue2
Pages193-215
Publication date2005-06-01
Open AccessYes
TypeARTICLE
VenueJournal of Early Childhood Research (JOURNAL)
Journal identifiersISSN: 1476-718X • E-ISSN: 1741-2927
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/1476718x05053933
OpenAlexW2015775739
LanguageEN
Citations received1
References cited14

A naturalistic study of six naturally occurring friendships among preschool-aged children with and without disabilities in inclusive settings was conducted with the children, their parents, and teachers. Data were collected through participant observations and interviews. Descriptive field notes, a fieldwork journal, and transcribed interviews were inductively analysed. Analysis uncovered descriptions, meanings, and revealed various perspectives regarding the friendships studied including those of the children, parents, and teachers. The friendships are described as typical and portray characteristics that are common among friendships during the preschool-age period. The friendships were dynamic and changed throughout the course of the study. Several factors influenced the formation of the friendships including: similarity in play styles; the opportunity to engage in similar activities; similar knowledge and interests; proximity; and parental factors. Implications for further research are discussed

Developmental psychology · Friendship · Inclusion (mineral · Naturalistic observation · Similarity (geometry · Collaborative Teaching and Inclusion · Family and Disability Support Research · Parental Involvement in Education · Psychology · Social Psychology

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