The Role of Regulatory, Social, and Dialogic Dynamics on Young Children's Productive Collaboration in Group Problem Solving

Pino‐Pasternak Deborah; Whitebread David; Neale Dave

摘要

Abstract > This qualitative study explored the interactions of six triads of Year One students in the United Kingdom (n = 18; mean age = 5 years, 7 months; 9 female) investigating interpersonal regulation of learning, social dynamics, and group dialogue , evident in instances of productive collaboration during problem‐solving activities. Group activity was captured through video (total footage = 8 hours) and subjected to two sequential phases of qualitative analysis, undertaken by three researchers: (1) comprehensive qualitative descriptions of group activity, and (2) multidimensional analysis of group interaction with a focus on interpersonal regulation of learning, social dynamics, and group dialogue. Consistent with prior research, the findings show that productive collaboration, though prevalent only in some groups, was characterized by (a) distributed forms of co‐regulation where all members took turns in taking regulatory roles; (b) positive social dynamics marked by equitable patterns of participation, playful interludes, uptake of contributions, and use of persuasive language in the event of disagreements; and (c) use of exploratory forms of talk (e.g., asking questions and volunteering reasons) directed toward the achievement of task goals. Different positional preferences were identified among the most regulated students, who consistently assumed leading roles in their groups. </abstract> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> <div class="translation abstracttxt"> <span class="zhankaihshouqi fivelineshidden" id="abstract"> <span>机译：</span><Abstract Type =“Main”XML：Lang =“en”> <标题类型=“main”>抽象</ title> > 这种定性研究探讨了英国的六个三联学生的互动（n = 18;平均年龄= 5年，7个月; 9女）调查了学习，社会动态和和小组对话</ i> ，在解决问题的活动期间在生产性合作的情况下显而易见。通过视频（总镜头= 8小时）捕获组活动并经受两个顺序阶段</ i> 定性分析，三位研究人员开展：（1）群体活动的综合定性描述，（2）集团互动的多维分析与专注于学习，社会动态和群体对话的人际监管。结果一致，研究结果表明，缺乏在某些群体中的普遍存在的共同规则形式的缺乏的生产合作的表明，所有成员轮流采取监管角色; （b）通过公平参与模式，俏皮不介绍，采伐贡献，以及在发生分歧时使用有说服力的积极社会动态; （c）使用探索形式的谈话（例如，提出问题和志愿者原因）针对实现任务目标。在最受控制的学生中确定了不同的位置偏好，他们一直在其群体中承担领先的角色。 </ p> </摘要> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> </div> <div class="record"> <h2 class="all_title" id="enpatent33" >著录项</h2> <ul> <li> <span class="lefttit">来源</span> <div style="width: 86%;vertical-align: text-top;display: inline-block;"> <a href='/journal-foreign-25882/'>《New directions for child and adolescent development》</a> <b style="margin: 0 2px;">|</b><span>2018年第2018期</span><b style="margin: 0 2px;">|</b><span>共26页</span> </div> </li> <li> <div class="author"> <span class="lefttit">作者</span> <p id="fAuthorthree" class="threelineshidden zhankaihshouqi"> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Pino‐Pasternak Deborah&option=202" target="_blank" rel="nofollow">Pino‐Pasternak Deborah;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Whitebread David&option=202" target="_blank" rel="nofollow">Whitebread David;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Neale Dave&option=202" target="_blank" rel="nofollow">Neale Dave;</a> </p> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zkzz" style="display: none;">展开▼</span> </div> </li> <li> <div style="display: flex;"> <span class="lefttit">作者单位</span> <div style="position: relative;margin-left: 3px;max-width: 639px;"> <div class="threelineshidden zhankaihshouqi" id="fOrgthree"> <p>School of Education Murdoch University Australia;</p> <p>Faculty of Education University of Cambridge UK;</p> <p>Faculty of Education University of Cambridge UK;</p> </div> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zhdw" style="display: none;">展开▼</span> </div> </div> </li> <li > <span class="lefttit">收录信息</span> <span style="width: 86%;vertical-align: text-top;display: inline-block;"></span> </li> <li> <span class="lefttit">原文格式</span> <span>PDF</span> </li> <li> <span class="lefttit">正文语种</span> <span>eng</span> </li> <li> <span class="lefttit">中图分类</span> <span><a href="https://www.zhangqiaokeyan.com/clc/2307.html" title="儿童心理学">儿童心理学;</a><a href="https://www.zhangqiaokeyan.com/clc/2308.html" title="青少年心理学">青少年心理学;</a></span> </li> <li class="antistop"> <span class="lefttit">关键词</span> <p style="width: 86%;vertical-align: text-top;"> </p> </li> </ul> </div> </div> <div class="literature cardcommon"> <div class="similarity "> <h3 class="all_title" id="enpatent66">相似文献</h3> <div class="similaritytab clearfix"> <ul> <li class="active" >外文文献</li> <li >中文文献</li> <li >专利</li> </ul> </div> <div class="similarity_details"> <ul > <li> <div> <b>1. </b><a class="enjiyixqcontent" href="/journal-foreign-detail/0704023895892.html">The Role of Regulatory, Social, and Dialogic Dynamics on Young Children's Productive Collaboration in Group Problem Solving</a> <b>[J]</b> . <span> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Pino‐Pasternak Deborah&option=202" target="_blank" rel="nofollow" class="tuijian_auth tuijian_authcolor">Pino‐Pasternak Deborah,</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Whitebread David&option=202" target="_blank" rel="nofollow" class="tuijian_auth tuijian_authcolor">Whitebread David,</a> <a 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