Supporting children’s social play with peer-based intervention and instruction in four inclusive Swedish preschools

This multiple case study investigated a peer-based intervention and instruction (PBII) for social play, Play Time/Social Time (PT/ST), in four inclusive Swedish preschools. PT/ST contains 28 learning activities where children playfully practice six skills with significance play friendships. One teacher each preschool was trained instructed to implement PT/ST, two coaching early the implementation, without. At preschool, one child special educational needs (SEN) ( n = 4) or socially skilled peers 6) participated. The aimed explore how teachers perceived influence of on engagement SEN, with/without coaching, if supported between without SEN. It also examine feasibility inclusion quality preschools, coaching. Observational assessments video observations were used. results indicate that beneficial SEN engage skills, preschool’s regarding involvement peer interactions guidance both teachers. However, strengthened fidelity. Social occurred they seemed similarly attracted by toys materials when all could goals, tasks, roles. For this, sometimes needed instructions encouragement from