Analyzing Evidence-Based Early Childhood Teaching Practices for Sociocognitive Interactions

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 1
  In Roundtable Session: Early Childhood Best Practices (Table 3)

Abstract

Cooperative and collaborative learning are integral to children’s cognitive development, and the role of more-knowledgeable-others in facilitating intersubjective thinking is well established. This study aimed to understand how teachers facilitating small and whole group cognitive-focused activities might support peer-to-peer interaction and collaboration. 208 videos of teacher-facilitated interactions of group activity were analyzed. Findings indicate teachers often reinforced individual mastery of concept and skill over collaboration, even in the context of a group activity. Teachers in a subset of videos created opportunities for peer-to-peer problem solving and knowledge co-construction. This paper unpacks findings and implications for children, educators, and teacher educators.

Authors

• Charlene Montano Nolan, Western Washington University

• Carolyn Brennan, Western Washington University