Supporting Education – Peer Interactions as an Untapped Source of Development Support

Ewa Rzechowska

Abstract


Looking at children’s learning as knowledge constructing reveals the nature of educational processes. The transfer of attention from the final learning outcomes to the process itself and its internal structure helps to understand how problem-solving is constructed with the participation of peers or adults (tutoring, peer cooperation). Discovering what and how it supports children’s actions enables individualised design of educational situations and monitoring of their progress. The starting point for the conceptualisation presented in the article are classical works on children’s learning and problem-solving.


Keywords


knowledge constructing; tutoring; peer cooperation; children’s learning; supporting education

Full Text:

PDF (Język Polski)

References


LITERATURA

Bruner J. (1986). Actual Minds, Possible Worlds. Cambridge: Harvard University Press.

Cole M., Engeström Y. (1993). A cultural-historical approach to distributed cognition. W: G. Salomon (ed.), Distributed Cognition: Psychological and Educational Considerations (s. 1–47). Cambridge: Cambridge University Press.

Cole M., Wertsch J.V. (1996). Beyond the Individual – Social Antimony in Discussions of Piaget and Vygotsky. Human Development, 39(5), s. 250–256. DOI: https://doi.org/10.1159/000278475

Doise W., Mugny G., Perez J.A., Duveen G. (1998). The social construction of knowledge: Social marking and socio-cognitive conflict. W: U. Flick (ed.), The Psychology of the Social (s. 77–90). New York: Cambridge University Press.

Feuerstein R. (1979). The Dynamic Assessment of Retarded Performers: The Learning Potential Assessment Device, Theory, Instruments, and Techniques. Baltimore: University Park Press.

Filipiak E. (red.). (2015). Nauczanie rozwijające we wczesnej edukacji według Lwa S. Wygotskiego. Od teorii do zmiany w praktyce. Bydgoszcz: ArtStudio.

Fischer K.W., Granott N. (1995). Beyond One-Dimensional Change: Parallel, Concurrent, Socially Distributed Processes in Learning and Development. Child Development, 38, s. 302–314. DOI: https://doi.org/10.1159/000278336

Fischer K., Dawson T.L. (2002). A new kind of developmental science: Using models to integrate theory and research. Commentary. Monographs of the Society for Research in Child Development, 67(1), s. 156–167. DOI: https://doi.org/10.1111/1540-5834.671184

Forman E.A., Cazden C.B. (1995). Myśl Wygotskiego a edukacja: wartości poznawcze współpracy z rówieśnikami. W: A. Brzezińska, G. Lutomski, B. Smykowski (red.), Dziecko wśród rówieśników i dorosłych (s. 147–179). Poznań: Zysk i S-ka.

Geert P. van (1998). A dynamic systems model of basic developmental mechanisms: Piaget, Vygotsky, and beyond. Psychological Review, 105(4), s. 634–677. DOI: https://doi.org/10.1037/0033-295X.105.4.634-677

Granott N. (1993). Patterns of interaction in the co-construction of knowledge: Separate minds, joint effort, and weird creatures. W: R.H. Wozniak, K.W. Fischer (eds.), The Jean Piaget Symposium Series. Development in Context: Acting and Thinking in Specific Environments (s. 183–207). New Jersey: Lawrence Erlbaum Associates, Inc.

Grossen M. (1994). Theoretical and methodological consequences of a change in the unit of analysis for the study of peer interactions in a problem-solving situation. European Journal of Psychology of Education, 9(2), s. 159–173. DOI: https://doi.org/10.1007/BF03173551

Grossen M., Perret-Clermont A.-N. (1994). Psychosocial Perspective on Cognitive Development: Construction of Adult-Child Intersubjectivity in Logic Tasks. W: W. de Graaf, E. Maier (eds.), Sociogenesis Reexamined (s. 243–260). New York: Springer Verlag.

Grossen M., Iannaccone A., Liengme Bessire M.-J., Perret-Clermont A.-N. (1996). Actual and perceived expertise: The role of social comparison in the mastery of right and left recognition in novice-expert dyads. Swiss Journal of Psychology, 55(2/3), s. 176–187.

Klein P.S. (1994). Całościowa ocena i interwencja w okresie niemowlęctwa i wczesnego dzieciństwa. W: A. Brzezińska, G. Lutomski (red.), Dziecko w świecie ludzi i przedmiotów (s. 189–216). Poznań: Zysk i S-ka.

Lave J., Wenger E. (1991). Situated Learning: Legitimate Peripheral Practice. Cambridge: Cambridge University Press.

Mougiakou E., Papadimitriou S., Virvou M. (2018). Intelligent tutoring systems and transparency: The case of children and adolescents. 9th International Conference on Information, Intelligence, Systems and Applications (IISA), s. 1–8, DOI: https://doi.org/10.1109/IISA.2018.8633652

Obukhova L.F., Korepanova I.A. (2009). The Zone of Proximal Development. Journal of Russian & East European Psychology, 47(6), s. 25–47. DOI: https://doi.org/10.2753/RPO1061-0405470602

Perret-Clermont A.N. (1991). Rol socialnych wzaimodiejstwij w razwitii intielliekta dietiej. Moskwa: Piedagogika.

Piaget J., Inhelder B. (1993). Psychologia dziecka. Wrocław: Wydawnictwo Siedmioróg.

Rogoff B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context. New York – Oxford: Oxford University Press.

Rogoff B. (1993). Children’s guided participation and participatory appropriation in sociocultural activity. W: R.H. Wozniak, K.W. Fischer (eds.), Development in Context: Acting and Thinking in Specific Environments (s. 121–155). Hillsdale: LEA.

Rzechowska E. (2004). Potencjalność w procesie rozwoju. Mikroanaliza konstruowania wiedzy w dziecięcych interakcjach rówieśniczych. Lublin: Wydawnictwo KUL.

Schaffer H.R. (1994). Epizody Wspólnego Zaangażowania jako kontekst rozwoju poznawczego. W: A. Brzezińska, G. Lutomski (red.), Dziecko w świecie ludzi i przedmiotów (s. 150–188). Poznań: Zysk i S-ka.

Tudge J., Rogoff B. (1995). Wpływ rówieśników na rozwój poznawczy – podejście Piageta i Wygotskiego. W: A. Brzezińska, G. Lutomski, B. Smykowski (red.), Dziecko wśród rówieśników i dorosłych (s. 180–213). Poznań: Zysk i S-ka.

Warneken F. (2018). How children solve the two challenges of cooperation. Annual Review of Psychology, 69(1), s. 205–229. DOI: https://doi.org/10.1146/annurevpsych-122216-011813

Wertsch J.V. (1991). Voice in the Mind. Cambridge: Harvard University Press.

Wood D., Bruner J.S., Ross G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), s. 89–100. DOI: https://doi.org/10.1111/j.1469-7610.1976.tb00381.x

Wygotski L.S. (1971). Wybrane prace psychologiczne. Warszawa: PWN.

NETOGRAFIA

Gonzales-Cabrera I. (2018). Peer Competition and Cooperation. Pobrane z: www.researchgate.net/publication/327802326_Peer_Competition_and_Cooperation (dostęp: 10.09.2020).




DOI: http://dx.doi.org/10.17951/pe.2020.4.177-186
Data publikacji: 2021-03-29 09:42:59
Data złożenia artykułu: 2020-06-22 13:33:03


Statistics


Total abstract view - 500
Downloads (from 2020-06-17) - PDF (Język Polski) - 462

Indicators



Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Ewa Rzechowska

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.