Peer tutoring while problem-solving in pre-school age children
Vol.32,No.2(2022)
This study examined the interactions while problem-solving in pre-school age children as part of peer tutoring. Dyads of children were observed while solving a problem which consisted of assembling a jigsaw puzzle according to a model. The research group consisted of 20 children, who were working in pairs, each pair consisting of one 4-year-old and one 6-year-old child. The children had different tasks - an older, more experienced child was supposed to help a younger, less experienced child to solve the task whenever this child needed help. During the analysis, we looked at the way in which the younger child approached the task, as well as the types of help and the way they were communicated by the older child - the helper. Our analysis showed that older children chose both non-verbal help procedures (demonstrations of the correct procedure, for example, in the form of removing an obstacle - incorrectly placed puzzle piece or correct placement of the puzzle piece needed to perform the next step; pointing) and various verbal communication strategies of help (specific guidelines for action; incentives for action; confirmation of the correctness of the action taken). However, younger children chose to solve the problem task independently, rarely using the model. The outcomes of the study are interesting in terms of the implementation of cooperative learning and teaching in early childhood education.
rovesnícke učenie, spolupráca, dieťa v predškolskom veku, riešenie problémovej úlohy
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