Children's Guided Participation in Planning Imaginary Errands With Skilled Adult or Peer Partners

In this study the influence of guided participation in children's collaboration with adults and peers on children's learning to plan imaginary errands was investigated. Sixty 9-year-old children collaborated with novice peers, peers trained in errand planning, or untrained adults. The coll...

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Bibliographic Details
Published in:Developmental psychology 1991-05, Vol.27 (3), p.381-389
Main Authors: Radziszewska, Barbara, Rogoff, Barbara
Format: Article
Language:English
Subjects:
Adult Child Relationship
Biological and medical sciences
Child development
Children & youth
Cognition & reasoning
Cognitive Processes
Collaboration
Cooperation
Cooperative Planning
Decision Making Skills
Developmental psychology
Elementary Education
Elementary School Students
Fundamental and applied biological sciences. Psychology
Human
Intergenerational Relations
Participative Decision Making
Peer Facilitators
Peer Relations
Peer Relationship
Peer Teaching
Problem Solving
Problem Solving Teams
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Social research
Strategic planning
Training Effectiveness
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Summary:In this study the influence of guided participation in children's collaboration with adults and peers on children's learning to plan imaginary errands was investigated. Sixty 9-year-old children collaborated with novice peers, peers trained in errand planning, or untrained adults. The collaborative planning of dyads with trained peers and dyads with adults was equally sophisticated, but there was more discussion of planning strategies and more target child involvement in dyads with adults, and target children who worked with adults planned better in posttests than those who had collaborated with trained peers. Dyads with trained peers used more sophisticated planning strategies than dyads with untrained peers, but posttest results of target children from both peer conditions did not differ. In sum, children learned more from collaboration involving skilled planning, guidance, and participation (with adults) than from collaboration involving skilled planning with little guided participation (with trained peers) or from collaboration involving symmetrical participation with little skilled planning or guidance (with untrained peers).
ISSN:0012-1649
1939-0599
DOI:10.1037/0012-1649.27.3.381