Differences of children’s verbal interaction in peer collaboration according to age, gender, and pairing conditions
(주)학지사
- 최초 등록일
- 2015.03.24
- 최종 저작일
- 2009.01
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서지정보
ㆍ발행기관 : 환태평양유아교육연구학회
ㆍ수록지정보 : Asia-Pacific journal of research in early childhood education / 3권 / 2호
ㆍ저자명 : Jeong Hwa Lee, Jeong Eon Park
목차
Introduction
Method
Results
Discussions and Conclusions
References
영어 초록
The purpose of the study is to investigate young children’s verbal interaction in joint problem solving according to their age, gender and pairing conditions. A total of 120 4- and 5-year-old children were assigned to the matched dyad (pairing children with same level) or the unmatched dyad (pairing children with differing level) condition. Each dyad’s verbal interaction, while working with a block task collaboratively, were videotaped and then transcribed for analyses. As a result, the differences between the matched and the unmatched groups, boys and girls, and 4- and 5-year-old in total amount of verbal interaction are observed. Significant effect and interaction effect of gender for ‘task-oriented interaction’ and ‘affective support interaction’ were observed.
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