ABSTRACT

The aim of this study is to identify if children's play behaviour, temperament, and special educational needs (SEN) are interrelated. It is important to increase the awareness of the joint effects of temperament and SEN on behaviour so that early childhood special education (ECSE) teachers can provide the appropriate support for children with SEN and optimally guide their development.

This study is a part of an early childhood special education (ECSE) project at the University of Helsinki. Children's (N = 332) educational needs were divided into four status groups: language disorders, self-regulatory difficulties, severe disabilities, and children without SEN. The temperament of each child was evaluated by their parents and play behaviour observed by ECSE teachers.

The results show that children without SEN had more effortful control and social play than children with SEN. In addition, there were significant differences in temperament and play behaviour between the different SEN groups.

摘要

本研究的目的是确定儿童的游戏行为、气质和特殊教育需求 (SEN) 是否相互关联。重要的是要提高对气质和 SEN 对行为的共同影响的认识，这样幼儿特殊教育 (ECSE) 教师才能为有 SEN 的儿童提供适当的支持，并以最佳方式引导他们的发展。

这项研究是赫尔辛基大学幼儿特殊教育 (ECSE) 项目的一部分。儿童 (N = 332) 的教育需求被分为四个状态组：语言障碍、自我调节困难、严重残疾和没有 SEN 的儿童。每个孩子的气质由他们的父母评估，游戏行为由 ECSE 老师观察。

结果显示，没有 SEN 的儿童比有 SEN 的儿童更需要努力控制和社交。此外，不同 SEN 组别在气质和游戏行为上也有显着差异。