Skoči na glavni sadržaj

Pedagogijska istraživanja, Vol. 5 No. 1, 2008.

Pregledni rad

Peer interaction in the light of cognitive task accomplishment

Stanislava Irović ; Filozofski fakultet Sveučilišta J. J. Strossmayera u Osijeku

Puni tekst: hrvatski pdf 1.578 Kb

str. 36-43

preuzimanja: 809

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Puni tekst: engleski pdf 492 Kb

str. 44-44

preuzimanja: 199

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Puni tekst: njemački pdf 492 Kb

str. 45-45

preuzimanja: 182

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Sažetak

This paper analyses dyadic peer interraction (among preschool children) in the collaborative performace of a cognitive task. The nature of peer collaboration has been questioned based on an insight into children’s action, classified according to the functions of a cognitive/or social regulation. Sets of individual and interactive actions have been analysed at three different levels: a sample on the whole, the dyads and individual performance. Research results offer insights into the nature of the preschool children interaction in accomplishing cognitive tasks, into the dyads among partners with balanced or inconsistent comepence level. Perceiving children interaction as a “training ground” in developing child’s cognitive abilities and social skills can be used in improving more efficient educational practice among preschool teachers.

Ključne riječi

peer interaction; peer tutor; colaborative learning; intersubjectivity; sociocognitive conflict

Hrčak ID:

118273

URI

https://hrcak.srce.hr/118273

Datum izdavanja:

23.5.2008.

Podaci na drugim jezicima: hrvatski njemački

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