PERSPECTIVES ON TRIGGERS FOR PEER INTERACTIONS FROM EARLY CHILDHOOD EDUCATION TEACHERS AND SPECIAL EDUCATION TEACHERS

Salvador Dukuzumuremyi, Signe Siklander, Elina Viljamaa, Päivi Pihlaja, Elina Fonsén

Abstract


Interactions among children requiring varying levels of support in general group settings within Early Childhood Education centers can be complex and challenging. Despite the importance of inclusive practices, limited research exists on the specific factors that trigger or enhance peer interactions. Interactional triggers refer to pedagogical strategies, specific practices or environmental conditions that promote interaction among children. In the Finnish context, special education teachers play a central role in supporting inclusive practices, drawing on their pedagogical expertise and the Early Childhood Education Core Curriculum. This study investigated the perspectives of Finnish early childhood education teachers and special education teachers regarding the triggers that facilitate children's interactions. Data were collected through semi-structured group discussions and individual interviews with eight early childhood education teachers and twelve special education teachers. The data were analyzed using the phenomenographic method to identify variations in teachers’ conceptions of interaction triggers. The findings revealed several perceived practices that promote children's interactions, including inclusive participation strategies, small group activities, content-specific and pedagogical approaches, environmental and resource-based support, and the involvement of familiar adults—such as substitute teachers and practical nurses—within the learning environment. These findings offer valuable insights for early childhood and special education teachers, as well as for universities responsible for teacher education and professional development.

 

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early childhood education, inclusion, special education needs, phenomenography, triggers for interactions

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DOI: http://dx.doi.org/10.46827/ejse.v11i7.6434

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