Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions-Reference-Cited by-同舟云学术

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Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions

Published:2017-10-05 Issue:6 Volume:25 Page:866-884
ISSN:1350-293X
Container-title:European Early Childhood Education Research Journal
language:en
Short-container-title:European Early Childhood Education Research Journal

Author:

Acar Ibrahim H.¹,Hong Soo-Young²,Wu ChaoRong³

Affiliation:

1. Department of Early Childhood Education, Istanbul Medipol University, Istanbul, Turkey

2. Department of Child, Youth and Family Studies, College of Education and Human Sciences, University of Nebraska-Lincoln, Lincoln, NE, USA

3. Institute for Clinical and Translational Science, The University of Iowa, Iowa City, IA, USA

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/1350293X.2017.1380884

Reference50 articles.

1. The Influence of Authoritative Teaching on Children’s School Adjustment

2. Facilitating Peer-Group Entry in Kindergartners With Impairments in Social Communication

3. Book Review: Karen L. Bierman, Peer Rejection: Developmental Processes and Intervention Strategies. New York & London: Guilford Press, 2004. 299 pp. ISBN 572309237 (hbk), £26.95; ISBN 1593852436 (pbk), £17.95

4. Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

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