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ERIC Number: EJ1120943
Record Type: Journal
Publication Date: 2016
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1350-293X
Argumentation in Preschool: A Common Ground for Collaborative Learning in Early Childhood
Dovigo, Fabio
European Early Childhood Education Research Journal, v24 n6 p818-840 2016
Argumentation has been widely explored in primary and secondary school as an important opportunity to promote learning through the development of processes that are both social and cognitive. However, less attention has been devoted to the way argumentation begins to take shape in the early years, especially during conversations which take place both between teachers and children and among peers. Adopting a sociocultural approach, we compared teacher-children talk and peer-talk in preschool to investigate how argumentation can help to create a "common ground" for collaboration and problem solving through discursive practices. To this aim, collected data have been analysed using both quantitative and qualitative methods. Results show that argumentation is an effective way of improving the children's ability to cultivate shared and critical thinking, provided that teachers are able to support them, paying attention to the role of leadership and involvement.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy
Grant or Contract Numbers: N/A