dc.contributor.author | Sills, J | |
dc.contributor.author | Rowse, G | |
dc.contributor.author | Emerson, L-M | |
dc.date.accessioned | 2017-11-08T04:33:44Z | |
dc.date.available | 2017-11-08T04:33:44Z | |
dc.date.issued | 2016 | |
dc.identifier.issn | 0305-1862 | |
dc.identifier.doi | 10.1111/cch.12330 | |
dc.identifier.uri | http://hdl.handle.net/10072/352179 | |
dc.description.abstract | Background:
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.peerreviewed | Yes | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Wiley Blackwell Publishing | |
dc.relation.ispartofpagefrom | 313 | |
dc.relation.ispartofpageto | 324 | |
dc.relation.ispartofissue | 3 | |
dc.relation.ispartofjournal | Child: Care, Health and Development | |
dc.relation.ispartofvolume | 42 | |
dc.subject.fieldofresearch | Biomedical and clinical sciences | |
dc.subject.fieldofresearch | Education | |
dc.subject.fieldofresearch | Psychology | |
dc.subject.fieldofresearch | Other psychology not elsewhere classified | |
dc.subject.fieldofresearchcode | 32 | |
dc.subject.fieldofresearchcode | 39 | |
dc.subject.fieldofresearchcode | 52 | |
dc.subject.fieldofresearchcode | 529999 | |
dc.title | The role of collaboration in the cognitive development of young children: a systematic review | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dc.type.code | C - Journal Articles | |
dc.description.version | Accepted 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.hasfulltext | Full Text | |
gro.griffith.author | Emerson, Lisa Marie | |