Faculty of Education

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Building social relationships with peers for children with developmental delay

Yates, Shirley ( 1993)

The focus of the study was to examine the peer social interaction skills of four preschool aged children with developmental delay, across two terms. A case study methodology was chosen because of the variability of skill amongst children with developmental delay. The children's interaction with peers was measured under three different teaching methods in their early intervention and integrated preschool settings Videoed observation of the children's free play interactions were analysed using an observational instrument developed from the literature. Results demonstrated consistently that children with delayed development had difficulty in integrating basic skills to become socially effective. The study reinforced the need for intervention and found several factors that were consistent in promoting social competence. There was a clear finding that was consistent across all four children and the eight contexts. The social interaction between these children and their peers was increased when staff facilitated interaction through group composition selection of activities and the scaffolding of interactive tasks to an appropriate developmental level. Peer interaction was further enhanced when staff used subtle cues suggestions and encouragement at critical moments.