IRICE   05408
INSTITUTO ROSARIO DE INVESTIGACIONES EN CIENCIAS DE LA EDUCACION
Unidad Ejecutora - UE
artículos
Título:
Peer collaboration in childhood according to age, socioeconomic context and task
Autor/es:
CASTELLARO, MARIANO; ROSELLI, NÉSTOR
Revista:
EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION - EJPE
Editorial:
Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media Dordrecht
Referencias:
Lugar: Lisboa; Año: 2015 vol. 30 p. 63 - 63
ISSN:
0256-2928
Resumen:
Abstract From a socio-constructivist approach, this work aimed to analyze the characteristicsof peer collaboration in dyads of children according to age (4, 8, and12 years old), socioeconomic context (advantaged socioeconomic context and disadvantagedsocioeconomic context), and task (block construction task and free drawing).Eighty-two children (41 dyads) completed both collaborative tasks. Interaction wasvideotaped and transcribed in terms of verbal and non-verbal behaviors. Interactionwas analyzed by a system of exhaustive and mutually exclusionary socio-behavioralcategories. The results suggested that age group and task were related to the maindifferences in peer collaboration. On one hand, dissociation was a typical scene of 4-year-old dyads, whereas the more socially integrated categories, i.e., Implicit Cooperation,Explicit Cooperation, Collaboration and Conversation Related to Task withoutExecution, prevailed at 8 and 12 years old. On the other hand, differences associatedwith the task were referred with codes of higher social coordination. That is, thecategories that not necessarily imply a distribution of functions on the basis of an oralagreement predominated in block construction task, as occurred in implicit cooperationand collaboration. In contrast, categories of verbal social regulation of roles(explicit cooperation or conversation related to task without execution) predominatedin free drawing. Socioeconomic context influenced on fewer categories compared tothe age group and task. The findings are discussed in terms of its developmental andcontextual implications, and above all, in relation to the socio-behavioral level (regulatedby verbalization) of collaborative interaction (Publicación indexada en SCOPUS, ERIH, CIRC A, SPRINGER)
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