Representations of Cooperative Interactions and Their Development in Preschoolers (Representation des composantes de la cooperation au prescolaire dans des situations ludiques libres).

Autor/in	Garnier, Catherine
Institution	Quebec Univ., Montreal.
Titel	Representations of Cooperative Interactions and Their Development in Preschoolers (Representation des composantes de la cooperation au prescolaire dans des situations ludiques libres).
Quelle	(1987), 21p. (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch; französisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Age Differences; Child Development; Cooperation; Developmental Stages; Foreign Countries; Interpersonal Relationship; Preschool Children; Social Cognition; Social Development + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Kindesentwicklung; Co-operation; Kooperation; Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Kognition; Soziale Entwicklung
Abstract	Six groups of children 2- to 4-years-old were videotaped and interviewed during five 30-minute free play sessions for the purpose of investigating the evolution of children's conceptions of the process of cooperation. Children's answers were organized into six themes, each of which described some aspect of cooperative activity. For each theme, children's answers were classified according to a hierarchy of four levels. Themes included: (1) group participation; (2) activity within the group; (3) objects used in the activity; (4) rules governing the activity; (5) roles associated with the activity; and (6) coordination of actions. Findings indicate that there is no sudden appearance of a higher level of conceptualization at a given age, but rather a process of maturation of potentialities. In addition, because children's levels of conceptualization were not equivalent for each theme, an analysis of a child's conception of cooperation necessitated the use of more than a single criterion. The children's representation of cooperation was dependent on the way they organized their conceptions of the different themes, and the articulation of these themes would undergo adjustments depending on the interrelations the children were involved in. (PCB)
Anmerkungen	Centre Interdisciplinaire de Recherche sur l'Apprentissage et le Developpement en Education (CIRADE), Universite du Quebec a Montreal, X-7115, C.P. 8888, Succ. A Montreal. H3C 3P8, Quebec, Canada ($2.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01