Peer preferences of at-risk and normally developing children in a preschool mainstream classroom.

Social interactions and peer preferences in a preschool mainstream classroom containing normally developing and at-risk children were studied using the ethological method of direct observation. Data on social play and on gaze orientation indicated that normally developing children and at-risk children interacted primarily with children from the same group (other normally developing and at-risk children, respectively). Data on selection on game partner and on preference of seat neighbor, however, revealed peer preference by normally developing children only. The findings were discussed as having theoretical implications for using direct observation vs. the more traditional sociometric methods for studying social adaptation in the mainstream classroom and as having practical implications for mainstreaming at risk-preschoolers.