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PEERMEDIATED STRATEGIES FOR MANAGING INCLUSIVE EARLY CHILDHOOD CLASSROOMS A PHENOMENOLOGICAL STUDY

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44 Pages : 484-495

http://dx.doi.org/10.31703/gesr.2023(VIII-II).44      10.31703/gesr.2023(VIII-II).44      Published : Jun 2023

Peer-Mediated Strategies for Managing Inclusive Early Childhood Classrooms: A Phenomenological Study

Abstract

    This qualitative phenomenological study explored early childhood teachers’ perspectives on managing inclusive classrooms in Lahore, Pakistan. Semi-structured interviews were conducted with 12 teachers from 9 inclusive schools. Thematic analysis revealed that most teachers reported that students help each other in inclusive classrooms through peer learning and cooperation. Teachers created mixed ability groups and peer support, facilitating disabled students’ learning and social skills. Cooperative learning was viewed as improving academic achievement, social acceptance, positive behaviour and friendships. Findings suggest that peer collaboration and self-regulation strategies can effectively manage inclusive classrooms. More teacher training is needed on student-directed strategies.

    Inclusive Education, Classroom Management, Peer Strategies, Self-directed Strategies, Early Childhood Education

    (1) Marryum Tahira
    M.Phil. Graduate, Department of Education, University of Management and Technology, Lahore, Punjab, Pakistan.
    (2) Faran Ahmed
    English Language Trainer, Future Institute of O level and A level, Lahore, Punjab, Pakistan.
    (3) Faisal Anis
    Assistant Professor, Department of Education, University of Management and Technology, Lahore, Punjab, Pakistan.
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Cite this article

APA

    APA : Tahira, M., Ahmed, F., & Anis, F. (2023). Peer-Mediated Strategies for Managing Inclusive Early Childhood Classrooms: A Phenomenological Study. Global Educational Studies Review, VIII(II), 484-495. https://doi.org/10.31703/gesr.2023(VIII-II).44

CHICAGO

    CHICAGO : Tahira, Marryum, Faran Ahmed, and Faisal Anis. 2023. "Peer-Mediated Strategies for Managing Inclusive Early Childhood Classrooms: A Phenomenological Study." Global Educational Studies Review, VIII (II): 484-495 doi: 10.31703/gesr.2023(VIII-II).44

HARVARD

    HARVARD : TAHIRA, M., AHMED, F. & ANIS, F. 2023. Peer-Mediated Strategies for Managing Inclusive Early Childhood Classrooms: A Phenomenological Study. Global Educational Studies Review, VIII, 484-495.

MHRA

    MHRA : Tahira, Marryum, Faran Ahmed, and Faisal Anis. 2023. "Peer-Mediated Strategies for Managing Inclusive Early Childhood Classrooms: A Phenomenological Study." Global Educational Studies Review, VIII: 484-495

MLA

    MLA : Tahira, Marryum, Faran Ahmed, and Faisal Anis. "Peer-Mediated Strategies for Managing Inclusive Early Childhood Classrooms: A Phenomenological Study." Global Educational Studies Review, VIII.II (2023): 484-495 Print.

OXFORD

    OXFORD : Tahira, Marryum, Ahmed, Faran, and Anis, Faisal (2023), "Peer-Mediated Strategies for Managing Inclusive Early Childhood Classrooms: A Phenomenological Study", Global Educational Studies Review, VIII (II), 484-495

TURABIAN

    TURABIAN : Tahira, Marryum, Faran Ahmed, and Faisal Anis. "Peer-Mediated Strategies for Managing Inclusive Early Childhood Classrooms: A Phenomenological Study." Global Educational Studies Review VIII, no. II (2023): 484-495. https://doi.org/10.31703/gesr.2023(VIII-II).44