ABSTRACT

This study explores children’s attitudes towards their peers with special needs (SN) at a preschool level. A total of 151 children were examined using the Acceptance Scale for Kindergarteners – Revised and social demographic questionnaires to collect information from parents and educators. The research included preschool children (5 years old) attending private preschools in a city of Portugal- Leiria-as well as their corresponding parents and educators. Further, 10 classrooms within preschools participated in the study, with a sample of 151 children, 149 parents, and 14 educators. Internal consistency was calculated, and the Cronbach’s α coefficient for the complete scale was .688. Results revealed that the average score associated with children’s attitudes was 18.78 (DP = 5.88). Children have more positive attitudes if they are in contact with peers with special needs regardless of the location (p < .05). Although children who have contact with peers with special needs in classroom have positive attitudes (p < .01) those who have contact in the preschool (outside classroom) have much more (p < .01). The results of this study provide insights into children’s attitudes and reveal that closer contact with children with special needs benefits peer attitudes.

摘要

本研究探讨了学龄前儿童对有特殊需要 (SN) 同龄人的态度。使用幼儿园接受量表 - 修订版和社会人口统计问卷对151 名儿童进行了检查，以从父母和教育工作者那里收集信息。该研究包括在葡萄牙莱里亚市就读私立幼儿园的学龄前儿童（5 岁）及其相应的父母和教育工作者。此外，幼儿园内的 10 个教室参与了这项研究，样本包括 151 名儿童、149 名家长和 14 名教育工作者。计算内部一致性，并计算 Cronbach's α完整量表的系数为 0.688。结果显示，与儿童态度相关的平均得分为 18.78（DP = 5.88）。如果儿童与有特殊需要的同龄人（无论身在何处）接触，他们的态度会更积极（p < .05）。尽管在课堂上与有特殊需要的同龄人接触的孩子有积极的态度（p < .01），但在学前班（课外）接触的孩子态度积极得多（p < .01）。这项研究的结果提供了对儿童态度的见解，并揭示了与有特殊需要的儿童的密切接触有益于同伴的态度。