Cooperation between Preschool Peers in Relation to Their Math Learning

Autor/in	Clements, Lindsay J.
Titel	Cooperation between Preschool Peers in Relation to Their Math Learning
Quelle	In: Journal of Educational Research, 115 (2022) 3, S.199-208 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clements, Lindsay J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2022.2089087
Schlagwörter	Cooperative Learning; Preschool Children; Peer Relationship; Mathematics Education; Early Childhood Education; Numeracy; Educational Games; Gender Differences; Mathematics Skills + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Peer-Beziehungen; Mathematische Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Rechenkompetenz; Educational game; Lernspiel; Geschlechterkonflikt; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	Although early childhood education emphasizes peer learning opportunities, adults, including early childhood teachers, often underestimate preschoolers' abilities to participate in cooperative interactions. Within the empirical literature, cooperative learning among young peers remains poorly understood. This research aims to help build the knowledge base on peers and learning in early childhood. Seventy-two preschool children participated in a study designed to target numeric and counting skills through early learning games. In dyads, the children completed game sessions across three weeks with sessions video-recorded and coded for peer cooperation. Average rates of occurrence, and variations therein, of dyads' peer cooperative behaviors during game play were examined. The children's math skills were also assessed prior to the first game play session and after the sixth session. The results showed that the preschoolers demonstrated all peer cooperative behaviors of interest, and preliminary evidence that dyads' supportive behaviors were associated with post-test counting scores was found. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01