Teaching and learning as a bi-directional activity: investigating dyadic interactions between child teachers and child learners |
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Authors: | Gess LeBlanc David J. Bearison |
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Affiliation: | aDepartment of Educational Foundations and Counseling Programs, Hunter College of the City University of New York, 695 Park Avenue, New York, NY 10021, USA;bThe Graduate Center, The City University of New York, 365 Fifth Avenue, New York, NY 10016-4309, USA |
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Abstract: | Building upon Vygotsky's ideas about the shift from other- to self-regulation in the “zone of proximal development,” we study how children, when teaching a board game that they previously co-constructed with a peer to a new child, reciprocally negotiate the roles of teacher and learner. From our investigation, we find that the quality of the relationship between teacher and learner changes from one reflecting guidance to one reflecting collaboration. This collaborative model of teaching and learning differs from more traditional models by which an active adult teacher is depicted as transmitting knowledge to a relatively passive child learner. Instead, we contend and demonstrate that the practice of teaching and learning is best viewed as a bi-directional interaction that results in the cognitive growth of both teacher and learner. |
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Keywords: | Child teachers Child learners Dyadic interactions |
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