Abstract
This study aims to identify the cooperative behaviour in peer interaction during child’s initiated activities. The objective to focus on interaction between children during learning activity and free play time at early childhood education centres. This study uses qualitative data. A total of 25 children in pre-school in Selangor, Malaysia were observed their interaction during learning activities and free play. The findings show two pattern of interaction: first, children engage in cooperative activity caused by shared intentionality. they cooperated with each other to do the group task. This activity gave the children a chance to practice cooperative behavior. Second, friends were instigated peer interaction. The most interesting findings emerging from the observation, peer interaction in such involved a popular child who would always lead and coordinate games. In conclusion, cooperative behaviour during children’s initiated activities play important roles in learning activities and assist the development of children, especially in terms of social skills.
Highlights
Introduction and backgroundCooperation refers to teamwork, collaboration, combining effort, give-and-take, or working together or joint operation or action between two or more children
A cooperative behaviour is initiated from a group activity which can be identified in the case below
This activity gave the children a chance to practice cooperative behaviour as one of the pre-school norms which they were supposed to practice. This cooperative behaviour was instigated the children could finish their group tasks. Features from this problem-solving task had shown that the cooperative behaviour and determine how they coordinate their actions in cooperative activities
Summary
Introduction and backgroundCooperation refers to teamwork, collaboration, combining effort, give-and-take, or working together or joint operation or action between two or more children. Cooperative behaviour is one of the most popular behaviour occurring during peer interaction in pre-school. This type of interactions used by pre-school teachers in learning activities are channels for establishing a harmonious relationship among children. Teacher should prepare the setting of environment that encourage interaction between children. Cooperative behaviours in early childhood setting shown difficulties as children do not have advanced cooperation skills (Bartolome, et al, 2020). According to Zisopoulou (2019) teachers face challenges when applying collaborative learning even though collaborative learning is frequently used in early childhood settings. Children need to interact and be tolerant, understanding, supportive and respectful in learning activities. Children who can feel a friend’s concern and respect for them will have a sense of being valued, accepted, and feel that they are taken care of and loved (Luen et al, 2015)
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