Social networks and quality of adult–child interaction in early childhood education groups: differences by special educational needs

Peer relationships and a sense of social inclusion should be ensured for all children in inclusive early childhood education (ECE). However, research shows that exclusion occurs, and children with special educational needs (SEN) are particularly at risk. This study examines inclusion and exclusion through children's social networks. The purpose was to examine the possible differences in social networks by considering children's SEN, ECE groups, and the quality of adult-child interaction. It also aimed to identify possible differences in interaction quality across SEN groups and ECE settings. The study involved 79 children and 26 adults from seven Finnish ECE groups. Social networks were analysed using degree and closeness centrality, and differences were tested using ANOVA and the Kruskal-Wallis test. Results showed that children's social activity and network closeness varied by both SEN type and group. Children with severe disabilities were the least socially active and had weaker positions in social networks compared to their peers. Additionally, the quality of adult-child interaction with children with SEN differed across groups. This study highlights the need for a critical examination of how inclusion in ECE is actually realized.