Promoting Peer Interaction in Preschool Children Through Play

Abstract

According to Vygotsky's theory children develop in social matrix that is formed by their relationships and their interactions with other children. Peer interactions are important in preschool years because they lead to positive social and emotional development in children. Children, who can interact successfully with their peers, are more popular, have stronger friendships, and are included more often in classroom activities. Play takes a significant mean of promoting peer interaction in children. However, the attention given to such opportunities are declining at present due to increasing demands for more written exercises. Thus the study attempted to promote peer interactions among preschool children through play. The objectives were to examine how peer interactions are promoted through play and the role of the teacher in that process. The single case study design was employed. The sample comprised with a group of 12 children selected purposively from 4-5 year olds in a preschool located in Nawala area, Colombo District. A socio dramatic play intervention was implemented for 3 weeks collaboratively with the preschool teacher. The data gathered through the observation; interview and reflective journal were analysed based on descriptive analysis method under several sub themes. The data revealed that the majority of children were able to improve their peer interactions in the play intervention. Significant improvements in the abilities to cooperate with children recognise needs of peers and responds positively, comfort friends and share ideas and objects with peers were identified. Boys showed better interactions than girls. The strategies such as giving prompts or cues, constructive feedback and giving play ideas used by the teacher created many opportunities for children to improve peer interactions in the play intervention. Therefore, the study concluded that more opportunities are created through socio-dramatic play intervention to improve better peer interactions in preschool children though these play activities are not encouraged in the preschool and the nature of the teacher's role is identified. Lack of generalisability was a limitation in the study. Thus the study recommends providing more emphasis on giving more opportunities to peer interactions through play in the preschool classroom by giving more guidance and training to teachers.