Explicit reasoning, creativity and co-construction in primary school children's collaborative activities

Abstract

This paper describes research that explored the question of whether or not it is possible to characterise and teach a single type of educationally productive talk. We analysed and compared the quality of children's interactional strategies when jointly working on a reasoning task and a psycholinguistic task. The latter involved writing an integrated summary of three related texts. Sixth grade primary school children (11–12 years old) solved these two tasks as pre- and post-tests before and after training in the use of ‘Exploratory Talk’ (ET) to think together and argue as well as in strategies for producing summaries. After training, children improved substantially in the use of ET when solving the reasoning but not the psycholinguistic task. However, using ethnography of communication methods to analyse the talk further around the latter task revealed that both the number and quality of communicative events and acts increased importantly. These changes were accompanied by a significant improvement in the quality of the summaries produced. These findings suggest that the requirement for explicit reasoning in the definition and analysis of ET may be task dependent. To account for the common features of the educationally productive talk in the two settings, we propose the more inclusive concept of co-constructive talk to characterise the inter-subjective orientation, social ground rules and communicative actions that support effective collaboration, co-ordination and creativity.