Argumentation in Preschool: A Common Ground for Collaborative Learning in Early Childhood

Autor/in	Dovigo, Fabio
Titel	Argumentation in Preschool: A Common Ground for Collaborative Learning in Early Childhood
Quelle	In: European Early Childhood Education Research Journal, 24 (2016) 6, S.818-840 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2016.1239327
Schlagwörter	Persuasive Discourse; Early Childhood Education; Interpersonal Communication; Problem Solving; Mixed Methods Research; Cooperative Learning; Preschool Education; Preschool Children; Preschool Teachers; Foreign Countries; Video Technology; Audio Equipment; Observation; Student Characteristics; Teacher Characteristics; Italy + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interpersonale Kommunikation; Problemlösen; Kooperatives Lernen; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Ausland; Audio-CD; Beobachtung; Italien
Abstract	Argumentation has been widely explored in primary and secondary school as an important opportunity to promote learning through the development of processes that are both social and cognitive. However, less attention has been devoted to the way argumentation begins to take shape in the early years, especially during conversations which take place both between teachers and children and among peers. Adopting a sociocultural approach, we compared teacher-children talk and peer-talk in preschool to investigate how argumentation can help to create a "common ground" for collaboration and problem solving through discursive practices. To this aim, collected data have been analysed using both quantitative and qualitative methods. Results show that argumentation is an effective way of improving the children's ability to cultivate shared and critical thinking, provided that teachers are able to support them, paying attention to the role of leadership and involvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01