Browsing by Author "Lundqvist, Johanna"

This study examines the factors related to the development of interaction skills in the context of early childhood education. This study also explores what factors affect the development of interaction skills, and how and where interactions skills or their inadequacies appear. In addition, the study shows how typically developing children and children with special needs differ in their interpersonal skills. The key result is that interaction skills are interacting with the environment and skills cannot be practiced alone or in isolation from the environment. The data consists of a systematized literature review, of which 7 articles are approaching the development of interaction skills in the context of early childhood education. The data was analyzed using theory-driven content analysis. The analysis consisted four main categories. The First category is Culture as a determing factor in group activity and learning which shows that culture influences the development of interaction skills. Activities and learning are culturally related dimensions with significant impact. Each group creates its own atmosphere and culture, which defines to a great extent what kind of interaction the group has. The Second category Educator’s pedagogical competence as an enabling factor in early child-hood orientation is one of the most important missions in early childhood education and which is considered as a significant factor in the development of interaction skills. Childhood orientation requires sensitivity and pedagogical competence. The Third category Creating and Maintaining Peer Reations as ja Prerequisite for Learning Social and Emotional Skills shows that the skill of creating and maintaining social relationships has proven to be important in the material. Creating and maintaining peer relationships develops both social and emotional skills. Skills are needed to create and maintain peer relationships. The Fourth category Interdimensional Class of Interaction Skills show that play is the child's most natural form of action, through which linguistic, social and emotional development can be tracked, and the occurrence of possible disturbances is identified. For children who face challenges in interaction skills, the play is seen as simple and lonely; In addition, children with language and speech disorders also face more social and behavioral challenges than typically developing children.