engleski

Interaction between pre-school teacher and children in learning and teaching

The knowledge of the social situation during development and the social nature of learning is a starting point for questioning social cooperation of preschool teachers and children in the process of learning and teaching. The manner and the quality of this cooperation is a prerequisite for social and cognitive achievements of both children and adults. How is the common activity of preschool teachers and children in the process of learning and teaching established? How does the teacher solve a demanding task of mediation and social coordination? Which are the dominant types of behaviour of preschool teachers and children? What is the relation between reglementary, assisting and confusing behaviour of adults and the responsive, initiative and confronting behaviour of children? We have searched for the answers to the above mentioned questions in the researches about learning and teaching children in a dyad and group social situation conducted in kindergartens. This paper presents the basic findings of the research. In both social situations of learning and teaching a tendency was noted for the preschool teacher to establish a competitive relationship with the child – to solve "the task" instead of the child, to solve it correctly and only according to his/her own idea, which decreases the possibility of creating a social and cognitive coordination. We find that social and cognitive coordination, in the sense of existence of a minimal level of intersubjectivity, is the key precondition for the successful process of learning and teaching, from the position of the child. From the position of the preschool teacher it represents an achievement in the sense of reflection on his/her own implicit theories of learning and teaching.

social situation of development; social interaction; learnig; teaching; preschool education

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