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Promoting Sociability and Cooperation in Nursery Settings

1997; Wiley; Volume: 23; Issue: 4 Linguagem: Inglês

10.1080/0141192970230408

1469-3518

Pat Broadhead,

Early Childhood Education and Development

Abstract In this study, 11 traditional play activities available in one nursery classroom attached to a primary school were investigated for their potential in contributing towards the development of sociability and cooperation in children aged 4 years. The levels of sociability and cooperation were determined through use of an observational schedule which supported the recording of reciprocal sequences of play behaviours and discourse employed by interacting children as they engaged with individual activities. Event sampling was used. As well as revealing insights into the interactive potential of these traditionally available activities, the findings have also provided some foundation for the formulation of a developmental framework for recognising sociability and cooperation in interacting peers. Links with individual cognitive development in cooperative settings are explored with particular reference to Vygotskian theory. Some implications for the use, by practitioners, of the developmental framework in nursery settings are considered. Ongoing research applications are briefly discussed.