Young Children's Help-Seeking as Active Information Gathering

Autor/inn/en	Vredenburgh, Christopher; Kushnir, Tamar
Titel	Young Children's Help-Seeking as Active Information Gathering
Quelle	In: Cognitive Science, 40 (2016) 3, S.697-722 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0364-0213
DOI	10.1111/cogs.12245
Schlagwörter	Preschool Children; Help Seeking; Socialization; Toys; Task Analysis; Difficulty Level; Hypothesis Testing; Competence; Scaffolding (Teaching Technique); Active Learning + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Socialisation; Sozialisation; Toy; Spielzeug; Aufgabenanalyse; Schwierigkeitsgrad; Hypothesenprüfung; Hypothesentest; Kompetenz; Aktives Lernen
Abstract	Young children's social learning is a topic of great interest. Here, we examined preschoolers' (M = 52.44 months, SD = 9.7 months) help-seeking as a social information gathering activity that may optimize and support children's opportunities for learning. In a toy assembly task, we assessed each child's competency at assembling toys and the difficulty of each step of the task. We hypothesized that children's help-seeking would be a function of both initial competency and task difficulty. The results confirmed this prediction; all children were more likely to seek assistance on difficult steps and less competent children sought assistance more often. Moreover, the magnitude of the help-seeking requests (from asking for verbal confirmation to asking the adult to take over the task) similarly related to both competency and difficulty. The results provide support for viewing children's help-seeking as an information gathering activity, indicating that preschoolers flexibly adjust the level and amount of assistance to optimize their opportunities for learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01