Repetitions as a participation practice in children’s argumentative peer interactions DOI Creative Commons
Birte Arendt,

Sara Zadunaisky Ehrlich

European Journal of Psychology of Education, Год журнала: 2024, Номер 39(3), С. 1719 - 1738

Опубликована: Июль 4, 2024

Abstract Both participation and argumentation (OECD, 2022) are important keywords in educational contexts. While is seen as a crucial prerequisite for education collaborative learning general, discursive practice serves to convey negotiate—also school-specific—knowledge. This paper explores repetition argumentative events technique of establishing—or even hindering—participation terms alignment affiliation. It can serve strategy by signalling responsiveness thematic coherence—and thus inclusion. At the same time, however, studies show that also signal contradiction rejection—and exclusion. So far, we know little about how exactly these functional differences produced—especially younger children. Therefore, children use resource negotiating events. Using authentic data form observations transcriptions audio video recordings from child-child-interactions 15 Hebrew- 31 German-speaking aged 3–6 years, identify oral investigate different forms repetitions their respective relevance enabling participation. Our results that, on one hand, minimal partial used an inclusive way, creating closeness between participants. On other complete more excluding technique, displaying misalignment disaffiliation, order challenge mock each other. The findings suggest this line research has significant potential provide new insights into formation social relationships peers, prevention or establishment participation, which itself joint learning, well acquisition competence.

Язык: Английский

7. Arguing about Environmental Issues in Primary School DOI Creative Commons
Jarmila Bubikova-Moan,

Margareth Sandvik,

Kirsti Marie Jegstad

и другие.

Scandinavian University Press eBooks, Год журнала: 2025, Номер unknown, С. 151 - 173

Опубликована: Март 5, 2025

Язык: Английский

Процитировано

0
Piaget, Vygotsky and young people's argumentation: Sociocognitive aspects and challenges of reasoning “together” and “alone” DOI Creative Commons
Chrysi Rapanta

Learning Culture and Social Interaction, Год журнала: 2023, Номер 39, С. 100698 - 100698

Опубликована: Фев. 11, 2023

Educational and psychological research on argumentative interactions has identified several challenges in young people's argumentation, as well early manifestations of some (hybrid) reasoning mechanisms that children adolescents are able to put into service when necessary. The purpose this short article/commentary is inquire these mechanisms, presented the articles published special issue "Interpersonal argument", through: (a) framing them from a psychopedagogical perspective; (b) questioning whether they represent genuine participation argumentation dialogues or just isolated skills may lead not such participation. It argued requires sharing mutual dialogical goal among participants, degree intersubjectivity, available years life. also group work guarantee for having sophisticated peers, it high collaboration, which does always spontaneously emerge. Therefore, collaborative be considered more design principle rather than an outcome engaging interpersonal argument. Lastly, challenge arguing with virtual physical other discussed.

Язык: Английский

Процитировано

7
Patterns of peer talk in consensus-oriented classrooms: Deliberative argumentation or rush toward consensus? DOI Creative Commons
Andreas Lind, Emilia Andersson-Bakken,

Margareth Sandvik

и другие.

Learning Culture and Social Interaction, Год журнала: 2023, Номер 40, С. 100703 - 100703

Опубликована: Март 16, 2023

In this study, we investigate peer talk in consensus-oriented first-grade classrooms. Earlier research has shown that the quality of argumentation improves when students argue to agree, because it steers toward patterns support exploration and elaboration perspectives is typical deliberative argumentation. Using multi-modal analysis, identify four talk. First, invoked consensus conversation developed a direction was not accordance with their understanding task instructions. Second, tended delegate authority decide what group will answer. Third, searched for lowest common denominator, looking element individual answers. Fourth, put decision vote, going majority ignoring minority. We these illustrate general tendency rush conclusion. Accordingly, younger need more explicit instructional design by teacher different perspectives.

Язык: Английский

Процитировано

3
Dialogic discussions for enhancing children’s argumentation skills in Indonesian reading sessions DOI Creative Commons
Diana Purwaningrum

Indonesian Journal of Applied Linguistics, Год журнала: 2024, Номер 13(3), С. 500 - 512

Опубликована: Янв. 31, 2024

Dialogic discussions offer advantages in improving language and literacy skills. However, research the Indonesian context on this topic is limited. Furthermore, existing studies also tend to overlook challenges associated with children’s interactions. To bridge gap, study investigated role of dialogic advancing argumentation abilities during reading sessions. This utilized a case approach, involving sixteen fourth-grade children from public elementary school. Data were collected through observations, field notes, audio recordings. The participated small group six These sessions involved exploring both fiction non-fiction texts, centered significant moral or social questions dilemmas. findings revealed an increased use various strategies by children, including presenting reasons, posing challenges, responding challenges. Using personally engaging texts proved beneficial for sustaining discussions, as it encouraged share their lived experiences opinions. indicated that who did not participate seemed distracted individual tasks. provides valuable insights into dynamics complexities

Язык: Английский

Процитировано

0
With me it is exactly the same: second stories and their argumentative function in child talk DOI Creative Commons

Joanna Wala,

Kati Hannken-Illjes,

Ines Bose

и другие.

European Journal of Psychology of Education, Год журнала: 2024, Номер 39(3), С. 1699 - 1718

Опубликована: Июнь 20, 2024

Abstract Conversation circles in kindergartens can foster discursive abilities such as argumentation. This paper analyzes argumentation conversation a kindergarten with respect to the function of narrative We focus on second stories specific form that is characterized by relating content and before told thereby displaying similarity alignment. In this paper, we will analyze videographed kindergarten. Our methodological approach interactional qualitative, informed analysis analysis. argue preschool children use for argumentative purposes cooperative exchanges through them produce

Язык: Английский

Процитировано

0
Repetitions as a participation practice in children’s argumentative peer interactions DOI Creative Commons
Birte Arendt,

Sara Zadunaisky Ehrlich

European Journal of Psychology of Education, Год журнала: 2024, Номер 39(3), С. 1719 - 1738

Опубликована: Июль 4, 2024

Abstract Both participation and argumentation (OECD, 2022) are important keywords in educational contexts. While is seen as a crucial prerequisite for education collaborative learning general, discursive practice serves to convey negotiate—also school-specific—knowledge. This paper explores repetition argumentative events technique of establishing—or even hindering—participation terms alignment affiliation. It can serve strategy by signalling responsiveness thematic coherence—and thus inclusion. At the same time, however, studies show that also signal contradiction rejection—and exclusion. So far, we know little about how exactly these functional differences produced—especially younger children. Therefore, children use resource negotiating events. Using authentic data form observations transcriptions audio video recordings from child-child-interactions 15 Hebrew- 31 German-speaking aged 3–6 years, identify oral investigate different forms repetitions their respective relevance enabling participation. Our results that, on one hand, minimal partial used an inclusive way, creating closeness between participants. On other complete more excluding technique, displaying misalignment disaffiliation, order challenge mock each other. The findings suggest this line research has significant potential provide new insights into formation social relationships peers, prevention or establishment participation, which itself joint learning, well acquisition competence.

Язык: Английский

Процитировано

0