TY - CONF
T1 - Participation in Invclusive Everyday Life at Preschool (PiKids)
T2 - Atypical Interaction Conference 2025
AU - Klix, Jonathan
AU - Licandro, Ulla
AU - Niediek, Imke
PY - 2025/6/10
Y1 - 2025/6/10
N2 - Peer interactions, specially at the end of children's time in day-care centres, can be seen as an important and significant part of children's language development. However, studies of ‘talk-in-interaction in atypical conversations’ (Higginbotham & Engelke 2013) with children and adolescents with communication impairments often focus on communication with adult caregivers or peer interactions between older children or adolescents. Interactions between peers of preschool age are less frequently analysed (Kappenberg & Licandro 2022, Tegler et al. 2021). Current research findings also show that children with developmental disabilities participate less in day care centres than their peers. In particular, the questions of how elementary school children whose spoken language communication is impaired establish interaction orders in various peer situations and which multimodal communicative strategies they use in the process have so far remained largely unresolved both nationally and internationally.The aim of the research project to be presented here is to derive an empirically based description of patterns of communicative strategies and modes with which preschool children with impairments organise interactions and enable or limit participation in the interaction situation on the basis of qualitative and quantitative analyses of video recordings of different peer interactions. A total of 24 children are focussed on, whose participation in elementary education is particularly often precarious - those who have a hearing impairment or communicate with the help of an electronic voice output (‘talker’). To this end, a qualitative-reconstructive analytical approach to the data material on the one hand and a quantitative-coding approach on the other are implemented and findings are interlinked: Interaction situations of children who use AAC and children with hearing impairments with their peers are videotaped in their day-to-day daycare and their characteristics are analysed both quantitatively (turns, initiations and reactions, communicative modalities, gesture types) and qualitatively (interaction analysis).The poster will discuss the fundamental considerations of the research design. Therefore, no results can be named at the time of abstract submission. The purpose of the poster is twofold: firstly, to outline the importance of studying peer participation interactions; and secondly, to present the conceptualization of the research project.
AB - Peer interactions, specially at the end of children's time in day-care centres, can be seen as an important and significant part of children's language development. However, studies of ‘talk-in-interaction in atypical conversations’ (Higginbotham & Engelke 2013) with children and adolescents with communication impairments often focus on communication with adult caregivers or peer interactions between older children or adolescents. Interactions between peers of preschool age are less frequently analysed (Kappenberg & Licandro 2022, Tegler et al. 2021). Current research findings also show that children with developmental disabilities participate less in day care centres than their peers. In particular, the questions of how elementary school children whose spoken language communication is impaired establish interaction orders in various peer situations and which multimodal communicative strategies they use in the process have so far remained largely unresolved both nationally and internationally.The aim of the research project to be presented here is to derive an empirically based description of patterns of communicative strategies and modes with which preschool children with impairments organise interactions and enable or limit participation in the interaction situation on the basis of qualitative and quantitative analyses of video recordings of different peer interactions. A total of 24 children are focussed on, whose participation in elementary education is particularly often precarious - those who have a hearing impairment or communicate with the help of an electronic voice output (‘talker’). To this end, a qualitative-reconstructive analytical approach to the data material on the one hand and a quantitative-coding approach on the other are implemented and findings are interlinked: Interaction situations of children who use AAC and children with hearing impairments with their peers are videotaped in their day-to-day daycare and their characteristics are analysed both quantitatively (turns, initiations and reactions, communicative modalities, gesture types) and qualitatively (interaction analysis).The poster will discuss the fundamental considerations of the research design. Therefore, no results can be named at the time of abstract submission. The purpose of the poster is twofold: firstly, to outline the importance of studying peer participation interactions; and secondly, to present the conceptualization of the research project.
M3 - Poster
Y2 - 10 June 2025 through 12 June 2025
ER -
SDG 3 Gute Gesundheit und Wohlergehen