Side by Side: a more appropriate form of peer interaction for infant pupils?

Dowrick, Nick

doi:10.1080/0141192930190505

Cited by 3 publications

(2 citation statements)

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“…Many programmes aiming to improve children's interpersonal abilities have been developed in the last 10±15 years. Researchers and practitioners representing different fields have emphasized the benefits of this type of work (Bruner, 1986;Cowie and Ruddock, 1988;Dorwick, 1993;Erwin, 1993;Johnson and Johnson, 1991;Kutnick, 1995;Light and Littleton, 1994;Ogilvy, 1994;Sharan, 1994). As a result, a number of social curricular packages have been introduced in schools for whole-class use and appear frequently under the heading of`circle time' (Bliss, Robinson and Maines, 1995;Mosley, 1993;Stanford and Stoate, 1990;Tacade, 1990).…”

Section: How We Used Circle Timementioning

confidence: 99%

Circle Time: Improving Social Interaction in a Year 6 Classroom

Moss¹,

Wilson²

1998

Pastoral Care in Education

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To what degree can an approach involving the use of circle time improve the quality of relationships within a class? The writers report on a piece of research they undertook involving a Year 6 class which sought to answer this question. The research was initiated because of a concern about the poor quality of relationships within the class. The writers worked together on seven weekly circle-time sessions of 45 minutes each. There was a clear focus on relationships and the discussion of feelings. Evaluative questionnaires were given at the outset and on completion of the programme. The results were generally encouraging, in particular in terms of more positive and less negative feelings about others in the class. The authors conclude by suggesting that the reactive nature of their programme lessened its effect and emphasise the need for and value of a more proactive approach.

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Section: How We Used Circle Timementioning

confidence: 99%

Circle Time: Improving Social Interaction in a Year 6 Classroom

Moss¹,

Wilson²

1998

Pastoral Care in Education

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“…I will explain the methods of analysis as I present the findings. A more detailed account of the methodology and of variations in the results for different pupils and sub-task is given in Dowrick (1993), whereas this paper presents more details of the pupils' talk.…”

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confidence: 99%

Talking and Learning in Pairs: a comparison of two interactive modes for six and seven year old pupils

Dowrick

1993

International Journal of Early Years Education

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This paper suggests that British research has imposed an unsuitable model of collaborative learning upon six and seven year old pupils, and draws upon theories of play and upon American research to argue a case for 'Sidework', a modified form of associative interaction. A small scale study of thirteen dyads working at number tasks found that Sidework gave rise to more high order talk and to more post-test learning than did collaboration. It is suggested that its superiority lay in the greater opportunities which it gave pupils to discuss disagreements and to imitate each other's models, and in the fact that pupils were more at ease in this mode. RésuméCe document suggère que la recherche Britannique a impose aux eleves de six et sept ans, un modèle d'apprentissage en commun mal adapté; pour étayer ses arguments enfaveur d'une forme d'association interactive modifiée, ce document fait appel à des theories dejeu et a la recherche Américaine. Une étude à échelle réduite, portant sur treize groupes d'enfants travaillant a deux et faisant des devoirs de calcul, a prouvé que I'interaction associative a donné lieu a des discussions plus pertinentes et a un apprentissageplus important a la suite du test que dans les cas d'interaction concertée. Ceci laisse supposer que la supériorité de Vinteracticon associative vient duplus grandnombre d'occasions fournis aux eleves de discuter de leurs désaccords et d'imiter leurs modèles réciproquement et dufait que les eleves étaientplus a l'aise dans cette formule. Downloaded by [University of Cambridge] at 15:13 13 June 2016 NICKDOWRICK ResumenEste estudio sugiere que la investigation Británica ha impuesto un modelo inadecuado de aprendizaje en colaboracion en alumnos de seis y siete años de edad, y recurre a las teorias dejuego y a la investigation Americana para defender el caso de una forma modificada de interaction asociativa. Un estudio apequeña escala de trece duos trabajando en un numero de objetivos hallo que la interaction asociativa did como resultado una mayor comunicación entre los niños en relation al trabajo y un mayor aprendizaje posterior a laprueba que la interaction con colaboracion. Se sugiere que la superioridad de la interaction asociativa recae en las mayores oportunidades que se le dió a los alumnos para discutir los desacuerdosypara imitar los modelos del uno y el otro, y en el hecho que los alumnos se sintieron mas comodos con este modelo. IntroductionThis paper is about six and seven year olds learning mathematics collaboratively. I will argue the case for a modified approach to it, and present and discuss findings from a small scale study.Collaboration of any sort is rare in British infant classes -Tizard et al. (1988) found that it took up only 5% of classroom time, most often at art and model making. The same is true in the United States, where it has been commented that:

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‘But many that are first shall be last’: attainment differences in young collaborators

Dowrick

1996

Research in Education

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Side by Side: a more appropriate form of peer interaction for infant pupils?

Cited by 3 publications

References 14 publications

Circle Time: Improving Social Interaction in a Year 6 Classroom

Circle Time: Improving Social Interaction in a Year 6 Classroom

Talking and Learning in Pairs: a comparison of two interactive modes for six and seven year old pupils

‘But many that are first shall be last’: attainment differences in young collaborators

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