Peer Collaboration in Childhood According to Age, Socioeconomic Context and Task

Autor/inn/en	Castellaro, Mariano A.; Roselli, Néstor D.
Titel	Peer Collaboration in Childhood According to Age, Socioeconomic Context and Task
Quelle	In: European Journal of Psychology of Education, 30 (2015) 1, S.63-80 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-014-0228-3
Schlagwörter	Cooperative Learning; Peer Relationship; Children; Preadolescents; Socioeconomic Status; Disadvantaged Youth; Video Technology; Interaction; Verbal Communication; Nonverbal Communication; Student Behavior; Social Influences; Age Differences; Elementary School Students; Cooperation + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Peer-Beziehungen; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Socio-economic status; Sozioökonomischer Status; Benachteiligter Jugendlicher; Interaktion; Non-verbal communication; Nonverbale Kommunikation; Student behaviour; Schülerverhalten; Sozialer Einfluss; Age; Difference; Age difference; Altersunterschied; Co-operation; Kooperation
Abstract	From a socio-constructivist approach, this work aimed to analyze the characteristics of peer collaboration in dyads of children according to age (4, 8, and 12 years old), socioeconomic context (advantaged socioeconomic context and disadvantaged socioeconomic context), and task (block construction task and free drawing). Eighty-two children (41 dyads) completed both collaborative tasks. Interaction was videotaped and transcribed in terms of verbal and non-verbal behaviors. Interaction was analyzed by a system of exhaustive and mutually exclusionary socio-behavioral categories. The results suggested that age group and task were related to the main differences in peer collaboration. On one hand, dissociation was a typical scene of 4-year-old dyads, whereas the more socially integrated categories, i.e., Implicit Cooperation, Explicit Cooperation, Collaboration and Conversation Related to Task without Execution, prevailed at 8 and 12 years old. On the other hand, differences associated with the task were referred with codes of higher social coordination. That is, the categories that not necessarily imply a distribution of functions on the basis of an oral agreement predominated in block construction task, as occurred in implicit cooperation and collaboration. In contrast, categories of verbal social regulation of roles (explicit cooperation or conversation related to task without execution) predominated in free drawing. Socioeconomic context influenced on fewer categories compared to the age group and task. The findings are discussed in terms of its developmental and contextual implications, and above all, in relation to the socio-behavioral level (regulated by verbalization) of collaborative interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01