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Spodek, Bernard Ryu, Mugyeong Moon 2015-09-25T19:56:15Z 2015-09-25T19:56:15Z 10000-01-01 1998 1998 In conclusion, several issues are discussed: autonomy and shared control, choices of facilitation contexts, safety and classroom management as facilitation constraints, and curriculum provisions. Implications for teaching practices and teacher education are provided. It is posited that teachers can and should take an active role in facilitating children's peer interaction by constantly reflecting on their own beliefs and strategies. Made available in DSpace on 2015-09-25T19:56:15Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 9904575.pdf: 12163923 bytes, checksum: 41893ee09bf1266548589970775437e4 (MD5) Previous issue date: 1998 Embargo set by: Seth Robbins for item 81549 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 231 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998. http://hdl.handle.net/2142/80267 (MiAaPQ)AAI9904575 eng Education, Early Childhood Teacher Facilitation of Peer Interaction in Preschool Children text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.