Teacher Facilitation of Peer Interaction in Preschool Children

In conclusion, several issues are discussed: autonomy and shared control, choices of facilitation contexts, safety and classroom management as facilitation constraints, and curriculum provisions. Implications for teaching practices and teacher education are provided. It is posited that teachers can and should take an active role in facilitating children's peer interaction by constantly reflecting on their own beliefs and strategies.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Ryu, Mugyeong Moon

Contributors dc:contributor

• Spodek, Bernard

• Education, Early Childhood

Language dc:language

eng

Identifier

(MiAaPQ)AAI9904575

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80267