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Peer Competence and Social Inclusion in Early Childhood Programs


reviewed by Sonja de Groot Kim — 2004

coverTitle: Peer Competence and Social Inclusion in Early Childhood Programs
Author(s): Kristen Mary Kemple
Publisher: Teachers College Press, New York
ISBN: 080774395X , Pages: 179, Year: 2004
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Kristen Kemple, a noted expert on children’s social competence has written a much needed book for both early childhood educators and early childhood special educators. Let’s be friends. Peer competence in early childhood programs is a book which seamlessly fuses theory and practice and provides both kinds of practitioners, as well as teacher candidates, with a sound rationale and background information, illuminating anecdotes, and thought-provoking questions. Kemple’s deep respect for children and abiding faith in teachers shine through in every chapter of this book. This book is written with preschool and kindergarten teachers in mind, even though references are made to, and examples are given of, experiences for first and second graders.   Using a clear, readable style, Kemple has created a kind of “marriage manual” for both early childhood educators and early childhood special educators. This will serve to create a common foundation from which to deliver developmentally, culturally, and individually appropriate services for young children, with the ultimate goal the fostering of social competence. Kemple believes that early... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 106 Number 5, 2004, p. 922-925
http://www.tcrecord.org ID Number: 11265, Date Accessed: 10/19/2017 6:01:10 PM

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About the Author
  • Sonja de Groot Kim
    Wagner College
    E-mail Author
    SONJA de GROOT KIM is an experienced early childhood educator and early childhood teacher educator who teaches undergraduate childhood education and graduate early childhood education courses at Wagner College. She has previously directed the Wimpfheimer Nursery School at Vassar College and co-directed the Rita Gold Center at Teachers College, Columbia University. Her current research focuses on how young children develop communicative competence in inclusive early childhood classrooms.
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