Activity and peer interaction: Exploring mappings as observational tool in preschool classrooms

被引：10

作者：

Ortega, Rosario ^{[1
]}

Romera, Eva M.

Merida, Rosario ^{[1
]}

Monks, Claire ^{[2
]}

机构：

[1] Univ Cordoba, Fac Ciencias Educ, E-14071 Cordoba, Spain

[2] Univ Greenwich, London SE18 6PF, England

来源：

INFANCIA Y APRENDIZAJE | 2009年 / 32卷 / 03期

关键词：

Inter-relational context; activity; interaction mapping; social competence; early education; EARLY-CHILDHOOD CLASSROOMS; SOCIAL COMPETENCE; SCHOOL; SETTINGS; SITES;

D O I：

10.1174/021037009788964141

中图分类号：

学科分类号：

摘要：

A study about the inter-relational context of four year old children from two preschool education classrooms in the city of Cordoba (Spain) is presented. It is an innovative analysis based on the use of mapping for the registration and description of the systems of activity, communication and grouping in preschool. The results show that there are significant differences in the social structure of participation depending on the type of activity that is taking place and that these differences seem to indicate that the social dynamic promoted by teachers is more rigid and simple, responding to traditional teaching models.

引用

页码：405 / 420

页数：16

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