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dc.contributor.authorSills, J
dc.contributor.authorRowse, G
dc.contributor.authorEmerson, L-M
dc.date.accessioned2017-11-08T04:33:44Z
dc.date.available2017-11-08T04:33:44Z
dc.date.issued2016
dc.identifier.issn0305-1862
dc.identifier.doi10.1111/cch.12330
dc.identifier.urihttp://hdl.handle.net/10072/352179
dc.description.abstractBackground: Collaboration is a key facilitator of cognitive development in early childhood; this review evaluates which factors mediate the impact of collaborative interactions on cognitive development in children aged 4–7 years. Methods: A systematic search strategy identified relevant studies (n = 21), which assessed the role of ability on the relationship between collaboration and cognitive development. Other factors that interact with ability were also assessed: gender, sociability/friendship, discussion, age, feedback and structure. Results: Immediate benefits of collaboration on cognitive development are highlighted for same-age peers. Collaborative interactions are beneficial for tasks measuring visual perception, problem-solving and rule-based thinking, but not for word-reading and spatial perspective-taking. Collaboration is particularly beneficial for lower-ability children when there is an ability asymmetry. High-ability children either regressed or did not benefit when paired with lower-ability participants. Conclusions: Overall, the studies included within this review indicate that brief one-off interactions can have a significant, positive effect on short-term cognitive development in children of infant school age. The longer-term advantages of collaboration are still unclear. Implications for practice and future research are discussed.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherWiley Blackwell Publishing
dc.relation.ispartofpagefrom313
dc.relation.ispartofpageto324
dc.relation.ispartofissue3
dc.relation.ispartofjournalChild: Care, Health and Development
dc.relation.ispartofvolume42
dc.subject.fieldofresearchBiomedical and clinical sciences
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchOther psychology not elsewhere classified
dc.subject.fieldofresearchcode32
dc.subject.fieldofresearchcode39
dc.subject.fieldofresearchcode52
dc.subject.fieldofresearchcode529999
dc.titleThe role of collaboration in the cognitive development of young children: a systematic review
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2016 John Wiley & Sons Ltd. This is the peer reviewed version of the following article: The role of collaboration in the cognitive development of young children: a systematic review, Child: Care, Health and Development, Volume 42, Issue 3, Pages 313–324, 2016, which has been published in final form at 10.1111/cch.12330. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving (http://olabout.wiley.com/WileyCDA/Section/id-828039.html)
gro.hasfulltextFull Text
gro.griffith.authorEmerson, Lisa Marie


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