Influence of a Playful, Child-Directed Context on Preschool Children's Peer Cooperation by ProQuest

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									M e r r i l l - P a l M e r Q u a r t e r l y, Vo l . 5 8 , N o . 2




Influence of a Playful, Child-Directed Context
on Preschool Children’s Peer Cooperation
Geetha B. Ramani                University of Maryland



       Empirical and theoretical literature on cooperative problem solving in preschool
       children suggests that integrating features of play into structured, experimental
       settings should increase the benefits of joint peer interactions and task perfor-
       mance. Four- and five-year-old peer dyads completed a playful, flexible, and
       child-driven building task or a more structured, adult-driven building task. As pre-
       dicted, children in the playful condition built more complex structures, used more
       observational learning, and engaged in greater positive joint communication
       than did children in the structured condition. Conditio
								
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