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Paper Lion in a Preschool Classroom: Promoting Social Competence

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Abstract

A participant-observer spent 11 weeks as a teacher's assistant in a preschool classroom that utilized full inclusion and integrated therapy. Observations focused on three children with special learning needs. Qualitative analysis of the participant-observer's field notes yielded six themes: (1) integrated therapy and teacher facilitation are highly similar interventions, (2) integrated therapy and teacher facilitation require the same set of components, (3) social competence is the ultimate goal of services, (4) receptive language creates a feedback loop between social competence and services, (5) behavioral consultation occurs between the therapist and the teacher, and (6) teachers imitate therapists much more than vice versa. These themes were integrated in a descriptive model of early intervention services. Implications for practice and future research are discussed.

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Authors and Affiliations

  1. Center for Development and Learning, University of North Carolina at Chapel Hill. Craig Pohlman, Center for Development and Learning, UNC-CH, Chapel Hill, North Carolina, 27599-7255

    Craig Pohlman

  2. Frank Porter Graham Child Development Center, USA

    R. A. McWilliam

Authors
  1. Craig Pohlman
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  2. R. A. McWilliam
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Correspondence to Craig Pohlman.

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Pohlman, C., McWilliam, R.A. Paper Lion in a Preschool Classroom: Promoting Social Competence. Early Childhood Education Journal 27, 87–94 (1999). https://doi.org/10.1023/A:1026096110653

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  • DOI: https://doi.org/10.1023/A:1026096110653

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