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Home > Reflective Teaching in Early Education, 2nd Ed > 4. Reflecting on consequences > 15. Inclusion > Reflective Activities > To consider the time children spend interacting with their peers


  1. 1. Becoming a reflective professional
       1. Identity
       2. Learning
  2.    3. Reflection
  3.    4. Principles
  4.    Enquiry [supplementary chapter]
  5.    Techniques of enquiry
       [supplementary chapter]

  6. 2. Creating conditions for learning
  7.    5. Contexts
  8.    6. Relationships
  9.    7. Engagement
  10.    8. Spaces

  11. 3. Teaching for learning
  12.    9. Curriculum
  13.    10. Planning
  14.    11. Pedagogy
  15.    12. Communication
  16.    13. Assessment

  17. 4. Reflecting on consequences
  18.    14. Outcomes
  19.    15. Inclusion

  20. 5. Deepening understanding
  21.    16. Expertise
  22.    17. Professionalism

To consider the time children spend interacting with their peers

Aim

To consider the time children spend interacting with their peers.

Evidence and Reflection

Undertake a series of observations of 3 or 4 children in your setting. Select children who you would consider to be ‘different’ from each other (for example how assertive you would consider them to be, how popular with other children) so that you are observing children who have different experiences.

Record the number of interactions they have with their peers in the setting and whether these are short or extended interactions.

Compare the observations of these children. Do some children engage in fewer interactions with their peers than others? Do some engage in more extended interactions with their peers than others?

Extension

Work with a colleague to review how it may be possible to ensure that all children engage in extended interactions with their peers. Identify the skills they may need and how you may be able to support them to develop these skills?


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