%0 Journal Article %1 941 %A Verba, M. %D 1994 %J Human Development %K collaboration early-childhood, file-import-09-02-13, peer-interaction, social-interaction, sociocognitive-processes %N (c) 2002 Inst. For Sci. Info %P 125-139+ %T The Beginnings of Collaboration in Peer Interaction %U http://linkseeker.lanl.gov/stanford?genre=article&\#38;issn=0018-716X&\#38;date=1994&\#38;volume=37&\#38;issue=3&\#38;spage=125&\#38;atitle=THE\%20BEGINNINGS\%20OF\%20COLLABORATION\%20IN\%20PEER\%20INTERACTION&\#38;aulast=VERBA&\#38;auinit=M %V 37 %X Recent studies of the role of peer interaction in cognitive development show the existence of various interactive modes of co-construction from the ages of 4 or 5. The present article offers a theoretical and methodological approach to the study of socio-cognitive interaction in younger children, including infants. Observation of spontaneous object-centered activities among familiar peers aged 2 to 4 years, 18 to 24 months, and infants 13 to 17 months showed different modes of collaboration, such as observation/elaboration, co-construction, and guided activity, in each age group. The main socio-cognitive processes were highly similar across all groups and resemble those reported in experimental problem-solving studies involving older children. It is argued that the roots of basic peer interaction patterns reach back into infancy. The similarities across age levels suggest a functional continuity between the prelinguistic and linguistic periods of development.

@article{941, abstract = {Recent studies of the role of peer interaction in cognitive development show the existence of various interactive modes of co-construction from the ages of 4 or 5. The present article offers a theoretical and methodological approach to the study of socio-cognitive interaction in younger children, including infants. Observation of spontaneous object-centered activities among familiar peers aged 2 to 4 years, 18 to 24 months, and infants 13 to 17 months showed different modes of collaboration, such as observation/elaboration, co-construction, and guided activity, in each age group. The main socio-cognitive processes were highly similar across all groups and resemble those reported in experimental problem-solving studies involving older children. It is argued that the roots of basic peer interaction patterns reach back into infancy. The similarities across age levels suggest a functional continuity between the prelinguistic and linguistic periods of development.}, added-at = {2009-02-24T19:22:48.000+0100}, author = {Verba, M.}, biburl = {https://www.bibsonomy.org/bibtex/2659c1fa68f550c60a0c972c88441b62e/clachapelle}, citeulike-article-id = {4046678}, interhash = {69f1100714dc455939b29c4b1b446b28}, intrahash = {659c1fa68f550c60a0c972c88441b62e}, journal = {Human Development}, keywords = {collaboration early-childhood, file-import-09-02-13, peer-interaction, social-interaction, sociocognitive-processes}, number = {(c) 2002 Inst. For Sci. Info}, pages = {125-139+}, posted-at = {2009-02-13 21:46:41}, priority = {2}, timestamp = {2009-02-24T19:49:08.000+0100}, title = {The Beginnings of Collaboration in Peer Interaction}, url = {http://linkseeker.lanl.gov/stanford?genre=article\&\#38;issn=0018-716X\&\#38;date=1994\&\#38;volume=37\&\#38;issue=3\&\#38;spage=125\&\#38;atitle=THE\%20BEGINNINGS\%20OF\%20COLLABORATION\%20IN\%20PEER\%20INTERACTION\&\#38;aulast=VERBA\&\#38;auinit=M}, volume = 37, year = 1994 }