A case study on peer relationships between children with and without autism spectrum disorder in a Chinese inclusive kindergarten
Bibliographic Data
| ID | 13005742 |
|---|---|
| Authors | Zhengli Xie (0000-0003-3788-9811, University of Hong Kong), Meng Deng (0000-0002-7148-9101, East China Normal University, corresponding author), Jingyu Yuan |
| Year | 2023 |
| Volume | 13 |
| Issue | 2 |
| Pages | 131-148 |
| Publication date | 2023-05-22 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Global Studies of Childhood (JOURNAL) |
| Journal identifiers | ISSN: 2043-6106 • E-ISSN: 2043-6106 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/20436106231177892 |
| OpenAlex | W4377823724 |
| Language | EN |
| References cited | 39 |
The development of sustainable early childhood education advocates for the holistic development of all children, including children with autism spectrum disorder (ASD). As an important indicator of children’s social development, peer relationships between children with and without ASD in inclusive kindergarten have not gained much attention. Adopting peer nomination, semi-structured interviews, and participant observations, this study described peer relationships between the two types of children in a Chinese inclusive kindergarten and explored its influential factors. Fourteen children with ASD, 12 children without ASD, 4 teachers, the principal of the kindergarten, and 4 parents of children with ASD participated in this study. The results indicated three types of peer relationships: rejected, neglected, and average. ASD children’s emotional and behavioral challenges, their limited social interaction skills, and teachers’ positive feedback on children with ASD were the major reasons for being labeled the above three types respectively. Furthermore, three protective factors (the rule of child pairing in the kindergarten, innovative curriculum and instructional design, and assistance from parents of ASD children) and three hindering factors (hierarchical roles of the children, the dominance of the medical model, and lack of professional knowledge and skills) of children’s peer relationships were identified. Implications and limitations are discussed
Autism · Autism spectrum disorder · Developmental psychology · Dominance (genetics · Early childhood · Inclusion (mineral · Peer acceptance · Peer group · Autism Spectrum Disorder Research · Child Development and Digital Technology · Family and Disability Support Research · Psychology · Social Psychology
Diagnostic and Statistical Manual of Mental Disorders
Disability in the Global South
Childhood peer relationships
The art of case study research
Children's peer relations
Teachers' Perceptions of Collaboration and Partnership regarding Children with Special Educational Needs in a Mexican Bilingual Elementary School
Regulating the child in early childhood education
Inclusion as Social Practice
Attachment, Temperament, and Preschool Children's Peer Acceptance
Promoting peer interactions in an inclusive preschool in China
Inclusive/exclusive? Contradictory perspectives on autism and inclusion
Images and narratives of autism within charity discourses
Dimensions and types of social status
Using thematic analysis in psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |