NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ666772
Record Type: Journal
Publication Date: 2002
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0009-4005
Preschoolers Effectively Tutor Novice Classmates in a Block Construction Task.
Johnson-Pynn, Julie S.; Nisbet, Valerie S.
Child Study Journal, v32 n4 p241-55 2002
Examined whether preschool-age experts (with task experience) would spontaneously assist novices (without task experience) when working in pairs on constructing a house with blocks. Found that experts were more likely to provide nonverbal assistance than verbal assistance, with modeling how to combine blocks being most frequent. The most frequent verbal cue was to look at some part of the house. Verbal directives were more likely to be encouraging than discouraging. (Author/KB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A