| 1. |
- Gladh, Maria, 1970-, et al.
(author)
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Feasibility and fidelity in implementation of a peer-based intervention for social play
- 2023
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In: JURE 2023 Book of Abstracts. ; , s. 58-59
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Conference paper (other academic/artistic)abstract
- Policies of early childhood education (ECE) emphasize the significance of social play with peers for children’s well-being, learning, development, social participation, and inclusion. In Swedish ECE settings, the principle of children’s agency, with access to free play is also important. Previous studies show that children with disabilities and other special educational needs (SEN) could risk engaging less in social play with peers. Previous studies also show that it could be challenging in inclusive ECE teaching to balance the principles of agency and social participation for all children, with the concept of explicit teaching. Peerbased intervention and instruction (PBII) constitute a recommended practice for learning social skills and promoting social play between children in inclusive settings. In order to examine such, researchers need to consider the implementation context and the fidelity of the intervention, both in terms of its procedures and content. This presentation provides examples of a multiple case study, exploring the implementation of a PBII for social play skills, in four inclusive Swedishpreschools. It aims to contribute to discussing the implementation of complex interventions and means for treating feasibility and treatment fidelity in various ECE contexts, where views of social play, social learning, teaching, and care might vary.
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| 2. |
- Gladh, Maria, 1970-, et al.
(author)
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Studying a peer-based intervention to test the concept of explicit teaching social play skills
- 2023
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In: EARLI 2023 The Book of Abstracts. ; , s. 250-251
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Conference paper (other academic/artistic)abstract
- Some preschoolers may risk being less involved in play with peers, due to disabilities, other special educational needs (SEN), and non-adapted learning environments. Peer-based interventions and instructions (PBIIs) are complementary inclusive teaching methods. By using these, teachers can promote children's social skills and increase their social play participation. However, the outcomes of such interventions may vary for different children. To evaluate their effectiveness, researchers also need to consider the implementation contexts. Based on a holistic view of learning and development, preschools might contrast teaching and play. To test the concept and feasibility of explicitly teaching social play skills by using the PBII Play Time/Social Time (PT/ST), we conducted two multiple case studies in four Swedish preschools. PT/ST contains 28 learning activities including play, addressing social skills significant for play interactions and friendships. Four teachers implemented PT/ST in their settings. At each preschool, one child with a disability or other SEN (n = 4) and one or two socially skilled peers (n = 6) participated. We triangulated data from observational assessments, video observations, a group interview, teacher logbooks,audio-recorded coaching dialogues, and field notes. The results indicate that the teacher's implementation of PT/ST enabled the children to engage in social play and use social skills. Preliminary results also indicate that the teachers could adapt the intervention to their practice, by staging learning activities for social play and instructing and scaffolding the children to use social skills and play together. The presentation will discuss the didactic dimension of implementing PBIIs.
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| 3. |
- Gladh, Maria, 1970-, et al.
(author)
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Supporting children’s social play with peer-based intervention and instruction in four inclusive Swedish preschools
- 2022
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In: Frontiers in Education. - : Frontiers Media SA. - 2504-284X. ; 7
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Journal article (peer-reviewed)abstract
- This multiple case study investigated a peer-based intervention and instruction (PBII) for social play, Play Time/Social Time (PT/ST), in four inclusive Swedish preschools. PT/ST contains 28 learning activities where children playfully practice six social skills with significance for social play and friendships. One teacher in each preschool was trained and instructed to implement PT/ST, two with coaching early in the implementation, and two without. At each preschool, one child with special educational needs (SEN) in social play (n = 4) and one or two socially skilled peers (n = 6) participated. The study aimed to explore how the teachers perceived the influence of PT/ST on social engagement and social play skills in the children with SEN, with/without coaching, and if PT/ST supported social play between the children with and without SEN. It also aimed to examine the feasibility of PT/ST and the influence on preschool inclusion quality in the preschools, with/without coaching. Observational assessments and video observations were used. The results indicate that PT/ST was beneficial for the children with SEN to engage in social play with peers and practice social skills, and for the preschool’s inclusion quality regarding involvement in peer interactions and guidance in play, both with/without coaching for the teachers. However, the coaching strengthened the intervention fidelity. Social play occurred between the children with and without SEN in activities where they seemed similarly attracted by the toys and play materials and when they all could engage in the play goals, tasks, and roles. For this, they sometimes needed instructions and encouragement from the teachers.
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| 4. |
- Riad, Rasmus, et al.
(author)
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Application of switching replications design in a trial of dialogic book reading
- 2024
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Conference paper (other academic/artistic)abstract
- Randomized controlled trials (RCT) are recommended for evaluation of intervention effects. Conducting a regular RCT in educational settings yet can be challenging, due to sample size requirements, clusters of students, and objections against being assigned to the control group. In a recent study we adopted the Switching Replications design with cluster randomization. The participants were 85 five-year old children attending 9 inclusive preschools and their teachers. We will discuss the possible advantages of the design, based on experiences of a cluster randomized trial of dialogic book reading with switching replications, with three point of data collection: pretest, mid-test, and posttest.
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| 5. |
- Riad, Rasmus, et al.
(author)
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Dialogic Book Reading in Swedish Preschool : A Switching Replications Randomized Controlled Trial
- 2022
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Conference paper (other academic/artistic)abstract
- Oral language competence during early childhood is crucial for later reading comprehension. This study examined the language development of 5-year old children, with diverse language backgrounds, during a Dialogic Book Reading (DBR) intervention. Eighty-five children attended DBR in 25 sessions over five weeks using a switching replications design. Ten teachers delivered DBR, with concurrent coaching by three special educators. The vocabulary assessment occurred at three time points and included both standardized test and custom measures of vocabulary depth. Our results show promising vocabulary growth, for children and DBR appears feasible to implement in our context.
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| 6. |
- Riad, Rasmus, et al.
(author)
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Dialogic reading in preschool : a pragmatic randomized trial enrolling additional language learners
- 2024
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In: Scandinavian Journal of Educational Research. - 0031-3831 .- 1470-1170.
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Journal article (peer-reviewed)abstract
- Additional language learners are at risk of presenting lower language skills in the majority language compared to peers. These differences in language skills have been observed at an early stage of education and may impact academic achievement later on. A randomized trial with a switching replications design was performed in Swedish preschools to examine the effectiveness of small group dialogic reading, aiming to promote oral language skills. The sample comprised 85 children with diverse language, socioeconomic, and cultural backgrounds attending nine preschools in three school districts. Dialogic reading was conducted by ten teachers, trained in dialogic reading and coached by three special education teachers. The dialogic reading intervention was feasible in preschool context and children progressed in their oral language skills during the intervention.
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| 7. |
- Riad, Rasmus, 1989-
(author)
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Exploring language skills and well-being in inclusive preschools : The impact of a dialogic reading intervention
- 2024
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Doctoral thesis (other academic/artistic)abstract
- Language skills during the preschool years are important for cognitive and social development, learning, and well-being, especially for children that are less proficient in the language that peers and teachers use for communication and teaching, known as the majority language. The overall aim of this thesis is to explore the effect of a practice-embedded introduction of dialogic reading in preschool, a method that engages children in conversation, using language-promoting strategies. Teachers performed dialogic reading for 85 five-year-old children in preschools. Children's linguistic progress was observed, while also recording their self-reported state of well-being. Based on the theme of language and well-being in early education, three studies were conducted. In Study I, a British well-being measure for young students, “How I Feel About My School (HIFAMS),” was translated, validated, and assessed for psychometric properties. In total, N = 228 children self-reported their well-being in early education. Study I included a combined sample of school-aged children (n = 143) and a preschool sample (n = 85), where the latter also participated in Study II and Study III. Study I confirmed a one-factor structure of HIFMAS in a confirmatory factor analysis with good model fit. The results showed that the HIFAMS can be used in Sweden to measure child well-being in preschool and early school years.In Study II, structural equation modeling was used to examine the relationship between language skills and self-reported well-being among preschoolers (N = 85). The assessment of language skills comprised both narrative and vocabulary abilities, while well-being was measured by HIFAMS. Language background (home language exposure) and gender were examined in relation to language abilities and well-being. Study II discovered no association between language skills and well-being. Children with a non-Swedish language use at home (additional language learners) displayed similar narrative skills but had less vocabulary. The results of Study II align with previous research, highlighting the significance of extensive language exposure for children whose home language differs from the language encountered in preschool.In Study III, language development and child well-being were analyzed after a dialogic reading intervention. Ten preschool teachers delivered the intervention in small groups (four to eight children). The teachers performed the dialogic reading during two periods, and the children at each preschool were randomized to attend direct (group A) or delayed intervention (group B). The outcome measures were the same as in Study II and assessed pre-, mid-, and post-intervention. Study III showed that children improved their language skills after engaging in a dialogic reading intervention, with improvements regardless of language background. The well-being remained steady during the course of the trial. Taken together, the results of these three studies indicate that language development in terms of vocabulary can be promoted by dialogic reading, and children that are additional language learners show a similar progression as their peers. Furthermore, these studies show that self-reported well-being can be measured in the early education context and that children’s self-perceived well-being in preschool was not associated with early language skills. The implications of these studies and the significance of the results for educational practice are addressed.
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| 8. |
- Riad, Rasmus, et al.
(author)
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Language skills and well-being in early childhood education and care : a cross-sectional exploration in a Swedish context
- 2023
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In: Frontiers in Education. - 2504-284X. ; 8
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Journal article (peer-reviewed)abstract
- Language skills play a vital role in academic achievement and support reading and writing acquisition. Language skills also enable children to interact with others and develop social abilities. Given the predictive value of early language skills for academic attainment and their connection to social interaction, they have been suggested to be an indicator of well-being as well. However, children from culturally and linguistically diverse backgrounds present lower scores than their peers with a majority language background on standardized language tests, such as vocabulary assessment. In the current study, we examined the relationship between language and self-reported well-being in the school context, based on data from a community sample of 85 five-year-old children attending eight preschools in three Swedish municipalities. Language skills were assessed through measures of vocabulary (receptive and expressive) and narrative skills (MAIN) and were analyzed using structural equation modeling. Narrative ability and vocabulary skills were correlated, but they appear to be distinct constructs. Exposure at home to the majority language was positively associated with vocabulary skills, while narrative ability was not strongly associated with language background. Language skills and well-being were not significantly correlated in the total sample, but post hoc analysis revealed that language background may affect the association. A novel contribution of this study is empirical data on language performance from a community sample with a large proportion of children with diverse language backgrounds. The relationship between subjective well-being and language skills warrants further investigation.
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| 9. |
- Sedem, Mina, 1966-, et al.
(author)
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Reliability and Validity of a Teacher Impressions Scale to Assess Social Play of Swedish Children in Inclusive Preschools
- 2022
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In: Assessment for Effective Intervention. - : Sage Publications. - 1534-5084 .- 1938-7458. ; 48:1, s. 52-61
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Journal article (peer-reviewed)abstract
- Play and peer interactions are crucial for children’s socioemotional development and growth. However, children with special needs, disabilities, and developmental delays may not participate in play with peers as much as typically developing children. Reliable and valid assessment information of children’s social behavior is necessary to design programs that support the socioemotional development of young children with and without special needs. The Teacher Impression Scale (TIS) is a behavioral rating scale based on systematic observations of children’s social behaviors in play. The study aimed to examine the internal structure evidence and the reliability of the Swedish version of the TIS. A sample of 46 preschool teachers used the TIS to rate the social behavior of 92 children. Teachers observed children with special education needs (SEN) and typically developing children (TD) during a 2-week time to assess the children’s social interactions in different play situations. The results showed that the Swedish version of the TIS, hereafter called TIS-S is reliable and can help teachers to identify the need of support for children in play and social interaction in inclusive preschool environments. Furthermore, the instrument could also be useful for identifying special educational strategies aimed at strengthening the social interaction between children.
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| 10. |
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