Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

  • Chapter 10 - Collaborative Competence during Early Elementary Playful Learning Activities

  • from Part III - A New Theory and Method for Assessing Development via Collaborative Competence
  • Rebecca R. Garte, City University of New York
  • Book:
    Developing Together
    Published online:
    07 May 2024
    Print publication:
    09 May 2024, pp 177-206

  • Summary

    This chapter reports on the results of the coding scheme designed to assess collaborative learning activities during early elementary school described in Chapter 7. The scheme measures dialogic, activity-based, and nonverbal intersubjectivity and collaborative engagement. Three video-recorded, teacher-facilitated pedagogical activities are used for the analysis. These activities reflect findings from the play-based pedagogy literature in that they involve a mixture of teacher and child contributions. Teachers scaffold the engagement and understanding of a small group while following the children’s lead. Each activity includes open-ended exploration of a material by the children. The findings show that two different videos with the same teacher used similar forms of exploratory talk most often, whereas the other teacher used other forms of dialogue most often. In addition, intersubjectivity and collaborative engagement among all three groups peaked during active shared engagement with the materials. These periods coincided with less dialogue and occurred in the middle of the activity.