Introducing a program supporting social interactions and play in inclusive preschools in Sweden: reflections on a stepwise collaborative implementation process

The study describes how the Play Time/Social Time (PT/ST) programme is used in Swedish kindergartens to promote inclusion through play and social interaction. The researchers look at kindergarten teachers’ experiences of using PT/ST in inclusive environments, how they interpret children’s interactions, and how their own professional skills develop through the work. The research questions are:

1. What experiences do kindergarten teachers have in introducing the evidence-based PT/ST programme into inclusive kindergartens?
2. How do the kindergarten teachers perceive the interaction between the children?
3. In what way do the skills of kindergarten teachers and special needs teachers change? The study also explores the strengths and challenges of the implementation, and how the programme influences the practice of supporting all children in kindergarten.

The results showed that the PT/ST programme contributed to increased interaction between children with special needs and other children. The kindergarten teachers reported increased awareness of how they could support children’s play and interaction through structured observations and reminders about play skills. In addition, the kindergarten teachers experienced professional growth, which strengthened their expertise and ability to collaborate in an inclusive setting. A challenge that was highlighted was the need for time and reflection to implement mentoring schemes.

Four kindergarten teachers and one special needs teacher from three different kindergartens who participated in the implementation of the PT/ST programme were participants in the study. The data were collected through structured observations, group interviews and individual interviews before, during and after the intervention. The observations evaluated children’s social skills and engagement, while the interviews focused on the kindergarten teachers’ experiences of using the programme and how they experienced development in their own practice. The special needs teacher observed and assessed the programme using checklists to ensure implementation quality.

Siljehag, E., & Westling Allodi, M. (2023). Introducing a program supporting social interactions and play in inclusive preschools in Sweden: reflections on a stepwise collaborative implementation process. European Early Childhood Education Research Journal, 31(1), 124–142.

Online year: 2022

Issue year: 2023

Review year: 2022