Sustained Shared Thinking fördert das innovative Verhalten vier- bis sechsjähriger Kinder.

Autor/inn/en	Szymanski, Laura; Hildebrandt, Frauke; Wronski, Caroline
Titel	Sustained Shared Thinking fördert das innovative Verhalten vier- bis sechsjähriger Kinder. Gefälligkeitsübersetzung: Sustained Shared Thinking Supports Innovative Behavior in 4- to 6-Year-Old Children.
Quelle	In: Frühe Bildung, 13 (2024) 3, S. 124-132Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2191-9186; 2191-9194
DOI	10.1026/2191-9186/a000642
Schlagwörter	Erziehung; Entwicklungspsychologie; Interpersonale Interaktion; Kognitive Entwicklung; Mündliche Kommunikation; Verhalten; Frühe Kindheit; Kind; Kleinkind; Kindergarten; Spielverhalten; Imitationslernen; Lehren; Entwicklung; Innovation
Abstract	Studies in developmental psychology have shown that in pedagogical interactions, children show a bias toward imitating observed actions. This tendency toward imitation can be reinforced by an instructive style of interaction on the part of the adult, whereby innovative behavior is reduced. However, generating one's own, new possibilities for action is an important component of exploration and active learning. The pedagogical interaction format of sustained shared thinking (SST) has been shown to support the generation of hypotheses in preschool children. In the present study, we investigated the influence of an adult's SST speech acts on children's innovative behavior in a pedagogical situation. For this purpose, 4- and 6-year-old children (N = 51) were shown a novel card game in a between-subjects design with three different interaction conditions (instructive, SST, and neutral). Children's actions in a subsequent play phase were coded as innovative (deviation from the pattern and number of cards laid down) or imitative (copying the pattern and number of cards laid down). Children in the SST condition showed higher measures of innovative behavior than children in the instructional condition. The results suggest that the use of SST speech acts may have a positive influence on children's innovative behavior. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3