Collaboration, scaffolding and the promotion of problem solving strategies in Mexican pre-schoolers

European Journal of Psychology of Education

Volumn 16, Issue 2, 2001, Pages 179-196

  Rojas Drummond, Sylvia ^a   Mercer, Neil ^b   Dabrowski, Ellen ^b  

^a UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO   (Mexico)

^b NONE

Author keywords

Collaboration; Interactive teaching learning strategies; Pre school education; Problem solving; Scaffolding

Indexed keywords

EID: 0035354516     PISSN: 02562928     EISSN: None     Source Type: Journal    
DOI: 10.1007/bf03173024     Document Type: Article

References (41)

1. Barnes, D. (1976). From Communication to Curriculum. Harmondsworth, Penguin Books.
2. Barocio, R. (1990). El Currículum con Orientación Cognoscitiva: Una alternaliva para la educación de los niños preescolares. Revista de Centro de Estudios Educativos, 2, 20-35.
3. Bennett, N., & Dunne, E. (1992). Managing Classroom Groups. London: Simon & Schuster.
4. Brown, A., & Ferrara, R. (1985). Diagnosing zones of proximal development. In J.V. Wertsch (Ed.), Culture, Communication and Cognition: Vygotskian perspectives (pp. 273-306). Cambridge, Cambridge University Press.
5. Brown, A., & Palincsar, A.S. (1989). Guided, co-operative learning and individual knowledge acquisition. In L. Resnick (Ed.), Knowing, Learning and Instruction (pp. 393-451). New York: Lawrence Erlbaum.
6. Bruner, J. (1990). Acts of Meaning. London: Harvard University Press.
7. Cole, M. (1996). Cultural Psychology. A Once and Future Discipline. Cambridge, MA: Harvard University Press.
8. Dillon, J.J. (Ed.). (1988). Questioning and Discussion: A multidisciplinary study London: Croom Helm.
9. Edwards, D., & Mercer, N. (1987). Common Knowledge: The development of understanding in the classroom. London: Methuen/Routledge.
10. Elbers, E., & Streefland, L. (2000). Shall we be researchers again? Identity and social interaction in a community of inquiry. In H. Cowie & D. Van der Aalsvoort (Eds.), Social interaction in learning and instruction: The meaning of discourse for the construction of knowledge (pp. 35-51). Amsterdam: Pergamon Press.
11. Elbers, E., & Streefland, L. (2000). Collaborative learning and the construction of common knowledge. In K. Littleton, D. Faulkner, & P. Hakkinen (Eds.), Learning to collaborate, collaborating to learn. Special issue of the European Journal of Psychology of Education, XV, 479-490.
12. Faulkner, D., Joiner, R., Littleton, K., Miell, D., & Thompson, L. (2000). The mediating effect of task presentation on collaboration and children's acquisition of scientific reasoning. In K. Littleton, D. Faulkner, & P. Hakkinen (Eds.), Learning to collaborate, collaborating to learn. Special issue of the European Journal of Psychology of Education, XV, 411-430.
13. Fitzpatrick, H., & Hardman, M. (2000). Primary school children's collaboration at the computer: gender issues. In K. Littleton, D. Faulkner, & P. Hakkinen (Eds.), Learning to collaborate, collaborating to learn. Special issue of the European Journal of Psychology of Education, XV, 375-388.
14. Forman, E., Larreamendy-Joerns, J., Stein, M., & Brown, C. (1998). You're going to want to find out which and prove it. Collective argumentation in a mathematics classroom. Learning and Instruction, 8, 527-548.
15. Galton, M., & Williamson, J. (1992). Group work in the Primary Classroom. London: Routledge.
16. Hammersley, M. (1994). Questioning the qualitative and quantitative divide. Paper presented to the 1994 Annual Conference of the British Psychological Society.
17. Hohmann, M., & Weikart, D. (1995). Educating Young Children. Ypsilanti, Mich., the High/Scope Press.
18. Hohmann, J., Banet, J., & Weikart, D. (1979). Young Children in Action. Ypsilanti, Mich.: The High/Scope Press.
19. Krummheuer, G. (1995). The ethnography of argumentation. In P. Cobb & H. Bauersfeld (Eds.), The emergence of mathematical meaning: Interaction in classroom cultures (pp. 229-270). Hillsdale, NJ: Lawrence Erlbaum.
20. Kumpulainen, K., & Kaartinen, S. (2000). Situational mechanisms of peer interaction in collaborative small groups. In K. Littleton, D. Faulkner, & P. Hakkinen (Eds.) Learning to collaborate, collaborating to learn. Special issue of the European Journal of Psychology of Education, XV, 431-454.
21. Littleton, K., & Light, P. (Eds.). (1999). Learning with Computers: Analysing productive interaction. London: Routledge.
22. Littleton, K., Faulkner, D., & Hakkinen, P. (Eds.). (2000). Learning to collaborate, collaborating to learn. Special issue of the European Journal of Psychology of Education, XV, 4.
23. Maybin, J., Mercer, N., & Stierer, B. (1992). "Scaffolding" learning in the classroom. In K. Norman (Ed.), Thinking Voices: The work of the National Oracy Project (pp. 172-185) London: Hodder and Stoughton.
24. Mercer, N. (1995). The Guided Construction of Knowledge: Talk amongst teachers and learners. Clevedon: Multilingual Matters.
25. Mercer, N. (1996). English as a classroom language. In N. Mercer & J. Swann (Eds.), Learning English: Development and diversity (pp. 119-141). London: Routledge.
26. Mercer, N. (2000) Words and Minds: How We Use Language to Think Together. London: Routledge.
27. Mercer, N., Wegerif, R., & Dawes, L. (1999) Children's talk and the development of reasoning in the classroom. British Educational Research Journal, 25, 95-111.
28. Moll, L. (1990). Vygotsky and Education: Instructional implications and applications of socio-historical psychology. Cambridge: Cambridge University Press.
29. Murphy, S., & Faulkner, D. (2000). Learning to collaborate: Can young children develop better communication strategies through collaboration with a more popular peer? In K. Littleton, D. Faulkner, & P. Hakkinen (Eds.), Learning to collaborate, collaborating to learn. Special issue of the European Journal of Psychology of Education, 15, 389-404.
30. Newman, D., Griffin, P., & Cole, M. (1989). The Construction Zone. Cambridge: Cambridge University Press.
31. Palincsar, A.M. (1986). The role of dialogue in providing scaffolded instruction. Educational Psychologist, 21, 73-98.
32. Rogoff, B. (1990). Apprenticeship in Thinking. New York: Oxford University Press.
33. Rojas-Drummond, S., & Alatorre, J. (1994). The development of independent problem solving in pre-school children. In N. Mercer & C. Coll (Eds.), Explorations in Socio-cultural Studies, Vol. 3: Teaching, learning and Interaction (pp. 161-175). Madrid: Fundacion Infancia y Aprendizaje.
34. Rojas-Drummond, S., Hernandez, G., Velez, M., & Villagran, G. (1998). Cooperative learning and the appropriation of procedural knowledge by primary school children. Learning and Instruction, 8, 37-62.
35. Sinclair, J., & Coulthard, M. (1975). Towards an Analysis of Discourse: The English used by Teachers and Pupils. London: Oxford University Press.
36. Vygotsky, L.S. (1962). Thought and Language. Cambridge, Mass: MIT Press.
37. Wegerif, R., & Mercer, N. (1997). Using computer-based text analysis to integrate qualitative and quantitative methods in research on collaborative learning. Language and Education, 11, 271-286.
38. Wegerif, R., Mercer N., & Dawes, L. (1999) From social interaction to individual reasoning: An empirical investigation of a possible socio-cultural model of cognitive development. Learning and Instruction, 9, 493-516.
39. Wertsch, J.V. (Ed.). (1985). Culture, Communication and Cognition: Vygotskian perspectives. Cambridge: Cambridge University Press.
40. Wood, D. (1992). Teaching talk. In K. Norman (Ed.), Thinking Voices: The work of the National Oracy Project. London: Hodder and Stoughton.
41. Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Child Psychiatry, 17, 89-100.