Preschoolers' Peer Collaboration on a Designing Task

Research output: Contribution to journalArticleScientificpeer-review

Abstract

The purpose of this study was to explore preschoolers’ collaboration during a designing session, where they received a task to collaboratively design and sketch forest animals’ nests. The article focuses particularly on children’s verbal and embodied interactions, as well as children’s social roles in their groups, depending on their ability to use language. Children’s activities were examined within Vygotsky’s (1978) sociocultural framework for learning and classified using a micro-level analysis methodology for tracking children’s collaboration and meaning making in designing (Ash, 2007). The results showed that six-year-old preschoolers succeeded in working collaboratively and they managed to solve the designing task with their peers, but embodied expressions also played a notable role in designing. Four types of roles, which children had in their peer groups, were found.
Original languageEnglish
JournalThe journal of design and technology education
Volume23
Issue number2
Pages (from-to)106-128
Number of pages23
ISSN1360-1431
Publication statusPublished - Dec 2018
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences

Cite this

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title = "Preschoolers' Peer Collaboration on a Designing Task",
abstract = "The purpose of this study was to explore preschoolers’ collaboration during a designing session, where they received a task to collaboratively design and sketch forest animals’ nests. The article focuses particularly on children’s verbal and embodied interactions, as well as children’s social roles in their groups, depending on their ability to use language. Children’s activities were examined within Vygotsky’s (1978) sociocultural framework for learning and classified using a micro-level analysis methodology for tracking children’s collaboration and meaning making in designing (Ash, 2007). The results showed that six-year-old preschoolers succeeded in working collaboratively and they managed to solve the designing task with their peers, but embodied expressions also played a notable role in designing. Four types of roles, which children had in their peer groups, were found.",
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Preschoolers' Peer Collaboration on a Designing Task. / Yliverronen, Virpi; Marjanen, Päivi; Seitamaa-Hakkarainen, Pirita.

In: The journal of design and technology education, Vol. 23, No. 2, 12.2018, p. 106-128.

Research output: Contribution to journalArticleScientificpeer-review

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AU - Marjanen, Päivi

AU - Seitamaa-Hakkarainen, Pirita

PY - 2018/12

Y1 - 2018/12

N2 - The purpose of this study was to explore preschoolers’ collaboration during a designing session, where they received a task to collaboratively design and sketch forest animals’ nests. The article focuses particularly on children’s verbal and embodied interactions, as well as children’s social roles in their groups, depending on their ability to use language. Children’s activities were examined within Vygotsky’s (1978) sociocultural framework for learning and classified using a micro-level analysis methodology for tracking children’s collaboration and meaning making in designing (Ash, 2007). The results showed that six-year-old preschoolers succeeded in working collaboratively and they managed to solve the designing task with their peers, but embodied expressions also played a notable role in designing. Four types of roles, which children had in their peer groups, were found.

AB - The purpose of this study was to explore preschoolers’ collaboration during a designing session, where they received a task to collaboratively design and sketch forest animals’ nests. The article focuses particularly on children’s verbal and embodied interactions, as well as children’s social roles in their groups, depending on their ability to use language. Children’s activities were examined within Vygotsky’s (1978) sociocultural framework for learning and classified using a micro-level analysis methodology for tracking children’s collaboration and meaning making in designing (Ash, 2007). The results showed that six-year-old preschoolers succeeded in working collaboratively and they managed to solve the designing task with their peers, but embodied expressions also played a notable role in designing. Four types of roles, which children had in their peer groups, were found.

KW - 516 Educational sciences

KW - Käsityötiede, tutkimus

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