Getting along: How teachers can support children's peer relationships

Early Childhood Education Journal

Volumn 24, Issue 3, 1997, Pages 139-146

  Kemple, Kristen M ^a   Hartle, Lynn ^a  

^a UNIVERSITY OF FLORIDA   (United States)

Author keywords

Peer relationships; Social competence; Teachers' roles

Indexed keywords

EID: 1542619915     PISSN: 10823301     EISSN: 15731707     Source Type: Journal    
DOI: 10.1007/BF02353270     Document Type: Article

References (40)

1. Babcock, F., Hartle, L., & Lamme, L. (1995). Prosocial behaviors of five-year-old children in sixteen learning/activity centers. Journal of Research in Childhood Education, 9(2), 113-127.
2. Bailey, D. B., & McWilliams, R. A. (1990). Normalizing early intervention. Topics in Early Childhood Special Education, 10(2), 33-47.
3. Bernat, V. (1993). Teaching peace. Young Children, 48(3), 36-39.
4. Carlsson-Paige, N., & Levin, D. E. (1992a). Moving children from time-out to win-win. Child Care Information Exchange, 84, 38-42.
5. Carlsson-Paige, N., & Levin, D. E. (1992b). Making peace in violent times: A constructivist approach to conflict resolution. Young Children, 48(1), 4-12.
6. Christie, J. F., & Wardle, F. (1992). How much time is needed for play? Young Children, 47(2), 28-32.
7. Conroy, M. A., Langenbrunner, M. R., & Burleson, R. B. (1996). Suggestions for enhancing the social behaviors of preschoolers with disabilities using developmentally appropriate practices. Dimensions of Early Childhood, Winter, 9-15.
8. Derman-Sparks, L., & the A.B.C. Task Force (1989). Anti-bias curriculum: Tools for empowering young children. Washington, DC: National Association for the Education of Young Children.
9. Dinwiddie, S. A. (1994). The saga of Sally, Sammy, and the red pen: Facilitating children's social problem-solving. Young Children, 49(5), 13-19.
10. Edwards, C. (1992). Creating safe places for conflict resolution to happen. Child Care Information Exchange, 84, 43-45.
11. Gareau, M., & Kennedy, C. (1991). Structure time and space to promote pursuit of learning in the primary grades. Young Children, 46(4), 46-51.
12. Greenberg. P. (1992a). How to initiate some simple democratic practices pertaining to respect, rights, responsibilities, and roots in any classroom (without losing your leadership position). Young Children, 47(5), 10-17.
13. Greenberg, P. (1992b). Why not academic preschool? Part 2. Autocracy or democracy in the classroom? Young Children, 47(3), 54-64.
14. Guralnick, M. J. (1990). Social competence and early intervention. Journal of Early Intervention, 14(1), 3-14.
15. Guralnick, M. J., & Groom, J. M. (1985). Correlates of peer-related social competence of developmentally delayed preschool children. America Journal of Mental Deficiency, 90, 140-150.
16. Guralnick, M. J., & Groom, J. M. (1987). The peer relations of mildly delayed and non handicapped preschool children in mainstream education play groups. Child Development, 58(6), 1156-1575.
17. Hartle, L., & Johnson, J. E. (1993). Historical and contemporary influences of outdoor play environments. In C. Hart (Ed.), Children on playgrounds: Research perspectives and applications (pp. 14-42). Albany, NY: SUNY Press.
18. Hartup, W., & Moore, S. G. (1991). Early peer relations: Developmental significance and prognostic implications. Early Childhood Research Quarterly, 5, 1-7.
19. Hazen, N. L., Black, B., & Fleming-Johnson, F. (1984). Social acceptance: Strategies children use and how teachers can help children learn them. Young Children, 39(6), 26-36.
20. Johnson, D., & Johnson, R. (1991). Learning together and alone: Cooperative, competitive, and individualistic learning. Englewood Cliffs, NJ: Prentice Hall.
21. Katz, L. G., & McClellan, D. E. (1991). The teacher's role in the social development of young children. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.
22. Kemple, K. M. (1991). Preschool children's peer acceptance and social interaction. Young Children, 46(5), 47-54.
23. Kostelnik, M. J., Stein, L.C., Whiren, A. P., & Soderman, A. K. (1993). Guiding children's social development. Cincinnati, OH: Southwestern.
24. Kreidler, W.J. (1984). Creative conflict resolution: More than 200 activities for keeping peace in the classroom. Glencoe, IL: Scott, Foresman & Company.
25. Krogh, S. L., & Lamme, L. L. (1985). "But what about sharing?": Children's literature and moral development. Young Children, 40(4), 48-51.
26. Kupersmidt, J. B., Coie, J. D., & Dodge, K. A. (1990). The role of poor peer relationships in the development of disorder. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood (pp. 274-305). New York, NY: Cambridge University Press.
27. Lamme, L. L., & McKinley, L. (1992). Creating a caring classroom with children's literature. Young Children, 48(1), 65-71.
28. McGinnis, E., & Goldstein, A. P. (1990). Skill-streaming in early childhood: Teaching prosocial skills to the preschool and kindergarten child. Champaign, IL: Research Press.
29. Odom, S. L., & Brown, W. H. (1993). Social interaction skill interventions for young children with disabilities in integrated settings. In C. Peck, S. Odom, & D. Bricker, (Eds.), Integrating young children with disabilities into community programs (pp. 39-64). Baltimore, MD: Paul H. Brookes.
30. Odom, S. L., McConnell, S. R., & McEvoy, M. A. (Eds.). (1992). Social competence of young children with disabilities: Nature, development, and intervention. Baltimore, MD: Paul H. Brookes.
31. Oken-Wright, P. (1992). From tug of war to let's make a deal: The teacher's role. Young Children, 48(1), 15-20.
32. Parker, J. G., & Asher, S. R. (1987). Peer relations and later personal adjustment: Are low accepted children at risk? Psychological Bulletin, 102, 357-389.
33. Peterson, C. A., & McConnell, S. R. (1993). Factors affecting the impact of social interaction skills interventions in early childhood special education. Topics in Early Childhood Special Education, 13, 38-56.
34. Ramsey, P. G. (1991). Making friends in school: Promoting peer relationships in early childhood. New York: Teachers College Press.
35. Rubin, K., & Everett, B. (1982). Social perspective-taking in young children. In S. G. Moore & C. R. Cooper (Eds.), The young child: Reviews of research, Vol. III (pp. 97-113). Washington, DC: National Association for the Education of Young Children.
36. Shure, M. (1992). I can problem-solve: An interpersonal cognitive problem solving program. Champaign, IL: Research Press.
37. Stein, L. C., & Kostelnik, M. J. (1984). A practical problem-solving model for conflict resolution in the classroom. Child Care Quarterly, 13(1), 5-20.
38. Trawick-Smith, J. (1992). The classroom affects children's play and development. Dimensions of Early Childhood, 20(2), 27-30, 40.
39. Udry, J. M. (1961). Let's be enemies. New York: Harper and Row.
40. Wasserman, S. (1990). Serious players in the primary classroom. New York: Teachers College Press.