A core goal of inclusive education worldwide is to maximize the learning potential of students with special educational needs (SEN) in mainstream educational settings. However, little research attention has been paid to SEN children's social and emotional gains from inclusive education compared to their academic performance. This study included social, emotional, and academic variables in a single research design, not only to test their relationships but also to explore the predictive roles of social and emotional factors in academic performance for SEN students. Participants were 515 SEN students in grades 1–6 in mainstream primary schools in Hong Kong. The results showed that the social and emotional competences of children with SEN were significant predictors of their academic performance (p < .001), with emotional competence having the larger impact. Although SEN students' relationships with peers and teachers were not found to be direct significant predictors of academic performance as reported in previous studies; they positively and significantly predicted emotional and social competences of SEN students (p < .001). Implications for establishing a caring campus, as well as developing educational interventions which will increase SEN students' positive emotional experiences and foster and maintain their adaptive social and emotional competences are discussed.
[Copyright © Springer].

The purpose of this study was to examine whether a child-centred play training model, filial play therapy, enhances child–teacher relationship and thereby reduces children's internalising problems (such as anxiety/depression and withdrawal) and externalising problems (such as aggressive and destructive behaviour). Sixty teachers (n = 60) and 60 children (n = 60) in six kindergartens were invited to participate in the study. In Phase One, 30 of these teachers (n = 30) were randomly assigned a child with either internalising problems or externalising problems. A 10-week Child-Centred play training model was used to reduce the children's problems and promote the quality of the child–teacher relationship. The other 30 teachers and 30 children with either internalising problems or externalising problems were placed in the control group. In Phase Two, the teachers and children in the control group received the same 10-week play training. It was found that child–teacher relationship was enhanced through an increase in communication of acceptance, that is, allowing the child to lead and becoming involved in play with the child. Children's internalising and externalising problems—especially aggressive behaviour—were reduced after ten sessions of child-centred play.
[Copyright © Springer Netherlands].

Parents in Hong Kong believe that play is harmful to children's studies and socio-emotional development. However, the term 'eduplay' was first introduced by Rao and Li, a form of play-based education with 'Chinese characteristics'. This term captures the beliefs of teachers and parents about how learning could happen through play and how it occurs in Chinese early childhood education settings. Nevertheless, the concept of 'playing to learn' is becoming more accepted by Chinese parents. In many Chinese schools today, eduplay activities are designed to enhance children's social competency. In the present study, a pre-post study was conducted to select 60 preschool students aged from three to five years. Thirty students were randomly assigned to the 'experimental group' to receive 10 eduplay sessions, whereas the remaining 30 students were assigned to the 'control group'. The Child Behaviour Checklist was distributed to the teachers before and after 10 eduplay sessions to assess the students' social competence. An analysis of covariance was used to assess whether the internalising problems reduced more significantly in the students in the experimental group than in the students in the control group. The results indicate that the students' social competence was significantly enhanced after 10 eduplay sessions. Suggestions were given to the school, teachers, and parents on how to apply eduplay in children's learning and classroom teaching.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03004431003611487]

The objectives of this study were to examine (i) behavioral differences in popularand unpopular children; (ii) the ability of kindergarten teachers to identify children with peer interaction difficulties; and (iii) strategies teachers use to guide appropriate social behaviour in the kindergarten classroom. Forty-eight 4-5 year-olds completed sociometric interview. Eight children including two Popular, two Rejected, two Average and two Controversial were observed during free play. Popular children had good social skills; they were able to initiate and maintain peer contact, communicated clearly and were co-operative. On the other hand, Rejected children were more physically and verbally aggressive with peers and showed low levels of co-operative behaviour. Teachers had some difficulties to identify the social status of children in their class, suggesting that they placed more emphasis on academic development than social development. They did not typically interact with children during free play. However, they occasionally tried to enhance the cognitive complexity of children's play. The implication of these findings for teacher-training are discussed.
本文旨在探究i)幼稚園內受歡迎與被拒絕的兒童之行為差異; ii)幼稚園老師對於辨別兒童與兒童之間難於彼此互動的能力; 及iii)老師在課室引導兒童適當社交行為的策略。 48 位四至五歲的兒童獲邀完成了面談, 而其中8 位兒童被選為觀察對象: 包括了2 位受歡迎的兒童、2 位被拒絕的兒童、 2 位表現平均的兒童和2 位表現較爭議性的兒童。受歡迎的兒童有良好的社交技巧, 他/她們能展開和維持與同伴的接觸、具清楚的溝通能力和表現合作的行為。相反地, 被拒絕的兒童愛用言語和身體攻擊同伴,並有不合作的行為表現。教師對於辨別兒童在課室內之社會地位表示有些困難, 因教師們較著重兒童學術發展多於社交發展。兒童在自由活動的時段內, 教師沒有與兒童互動,但她們也偶然地嘗試提升兒童遊戲的複雜認知能力。有關教師培訓會從結果中顯示出來。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]