ABSTRACT

The aim of this study was to obtain new information about the diversity of everyday activities and social relations among children with special education needs (N = 145) in Finnish early childhood education and care (ECEC) units. In this research children´s daily activities, involvement, target of attention and social relations during play and other social activities in different groups formed according to children’s special educational needs are investigated. Results revealed that children with problems in self-regulation and children with major disabilities spent less time with peers and in various social activities than children with developmental language disorder and children without special education needs. The results suggest that inclusive practices are still only under development within the Finnish ECEC units. Practical implications of the results concerning ways to support children’s equal participation in daily activities in early childhood education and in building peer relationships, regardless of the amount of needed support are discussed.

摘要

本研究的目的是获得有关芬兰幼儿教育和护理 (ECEC) 单位有特殊教育需要的儿童 (N = 145) 日常活动和社会关系多样性的新信息。本研究调查了儿童在游戏中的日常活动、参与、关注目标和社会关系以及根据儿童特殊教育需要形成的不同群体的其他社会活动。结果显示，与发育性语言障碍儿童和没有特殊教育需要的儿童相比，有自我调节问题的儿童和重度残疾儿童与同龄人相处和参加各种社会活动的时间更少。结果表明，包容性实践仍仅在芬兰 ECEC 单位内发展。