Charakteristika kollektiver Argumentationen in ungestörten Peerinteraktionen im Kindergarten

Interaktionen zwischen Peers im Spiel nehmen einen Großteil der Zeit im Kindergarten ein. In Peerinteraktionen verhandeln Kinder eine Vielzahl von Themen, die für sie relevant sind. Nicht selten machen sie dabei erste mathematische Entdeckungen. Im folgenden Beitrag stehen diese Interaktionen im Mittelpunkt des Forschungsinteresses. Es wird herausgearbeitet, wie die Peers für sie relevante mathematische Themen in Bauspielsituationen aushandeln und wie dabei durch kollektive Argumentationsprozesse im interaktiven Wechselspiel Bedingungen für die Möglichkeit des Lernens geschaffen werden

The multifaceted argumentative structuring of peer interactions in block play situations: Opportunities for early mathematical learning

International audienceSince the 2000s, early co-constructive mathematical learning in kindergarten has been the focus of political discussion and mathematics didactic research. This is based on the fact that kindergarten is the first place for subject-specific mathematical learning, alongside socialization in the family. The focus of research on this first institutional learning in kindergarten is often on the interactions between children and preschool teachers, which are depicted as a key variable for learning. Beyond this, it is the interactions between peers that take up a large part of the time in everyday kindergarten life. In these interactions, children negotiate a variety of topics that are relevant to them. In the following article, these peer interactions in block play situations and especially collective argumentation processes in these interactions are the focus of the research interest

The multifaceted argumentative structuring of peer interactions in block play situations: Opportunities for early mathematical learning

International audienceSince the 2000s, early co-constructive mathematical learning in kindergarten has been the focus of political discussion and mathematics didactic research. This is based on the fact that kindergarten is the first place for subject-specific mathematical learning, alongside socialization in the family. The focus of research on this first institutional learning in kindergarten is often on the interactions between children and preschool teachers, which are depicted as a key variable for learning. Beyond this, it is the interactions between peers that take up a large part of the time in everyday kindergarten life. In these interactions, children negotiate a variety of topics that are relevant to them. In the following article, these peer interactions in block play situations and especially collective argumentation processes in these interactions are the focus of the research interest