Drawing from a social network perspective, we examined the extent to which children with and without disabilities play with each other in preschool inclusive classrooms and identified malleable child characteristics that would support children forming these cross-status play interactions. A total of 200 children with disabilities and 301 children without disabilities participated in this study (Mage = 52.39 months, SDage = 6.13). Results showed that children with and without disabilities did not differ in the extent to which they formed cross-status play interactions after pragmatic language and self-regulation were taken into account. However, typically developing children were more likely to form same-status play interactions than children with disabilities. Children’s cross-status play interactions were predicted by self-regulation ability, which was fully mediated by their pragmatic language. The impact of pragmatic language on the formation of cross-status play interaction was greater for children with disabilities than their typically developing peers.

中文翻译：

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学前全纳课堂中的同伴互动：实用语言和自我调节的作用

从社交网络的角度出发，我们研究了残疾儿童和非残疾儿童在学前全纳课堂中相互玩耍的程度，并确定了可支持儿童形成这些跨身份游戏互动的可塑性儿童特征。共有 200 名残疾儿童和 301 名非残疾儿童参加了这项研究（Mage = 52.39 个月，SDage = 6.13）。结果表明，在考虑语用语言和自我调节后，残疾儿童和非残疾儿童在形成跨身份游戏互动的程度方面没有差异。然而，与残疾儿童相比，正常发育的儿童更有可能形成相同状态的游戏互动。通过自我调节能力预测儿童的跨状态游戏互动，这完全是由他们的实用语言所介导的。对于残疾儿童来说，语用语言对形成跨身份游戏互动的影响比他们通常发育的同龄人要大。