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Using Vygotsky’s sociocultural framework and micro-level role and interaction analysis, the study identifies verbal and embodied contributions and four distinct peer-group role types.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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the six-year-old preschoolers complete?","Question",{"text":63,"@type":64},"They collaboratively designed and sketched floor plans for forest animals’ nests, which were later constructed.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the study explain collaboration from a learning perspective?",{"text":68,"@type":64},"It uses Vygotsky’s sociocultural framework, treating peer interaction and language as key tools for meaning making and learning.",{"name":70,"@type":61,"acceptedAnswer":71},"What did the study find about children’s roles during collaboration?",{"text":72,"@type":64},"Children successfully worked with peers to solve the design task, and four distinct peer-group role types were identified, with embodied expressions playing an important 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\nPäivi Marjanen, Laurea University of Applied Sciences, Finland Pirita Seitamaa-Hakkarainen, University of Helsinki, Finland  \nAbstract  \nThe purpose of this study was to explore six-year-old Finnish preschoolers’ collaboration during a designing session, where they received a task to collaboratively design and sketch forest animals’ nests. Peer interaction is a natural part of craft, design and technology education because the learning situation itself provides various possibilities for collaboration. Craft making is traditionally seen as an individual execution, where makers are producing their own craft products instead of collaboration and shared outcomes. During this intervention, an experience of a shared designing and making situation was provided forchildren. The article focuses particularly on children’s verbal and embodied interactions, as well as children’s social roles in their groups, depending on their ability to use language during the designing process. Children’s activities were examined within Vygotsky’s sociocultural framework for learning and classified using a micro-level analysis methodology for tracking children’s collaboration and meaning making in designing. The results showed that six-yearold pre-schoolers succeeded in working collaboratively and they managed to solve the designing task with their peers, but embodied expressions also played a notable role in designing. Four types of roles, which children had in their peer groups, were found.  \nKey words  \npreschool, peer collaboration, design and technology education, sociocultural learning, roles  \nIntroduction  \nInterpersonal skills, including the tolerance to work together as well as the ability to listen and understand various opinions and different perspectives, are crucial skills in a culturally diverse world, in which young children are growing up (Finnish national board of education [FNBE], 2016; Sawyer, 2006b) . These skills can be promoted through design education, which provides versatile opportunities for shared thinking and joint decision-making (Hennessy & Murphy, 1999) . However, very little is known about young preschool-aged children’s design and craft  \nprocesses and how they work collaboratively. This study aims to partially fill the gap by examining and analysing the nature of six-year-old preschoolers’ social interactions during a collaborative designing session, where they sketched floor plans for forest animals’ nests. The designed floor plans were later constructed. Children’s design activities were approached from Vygotsky’s (1978) sociocultural framework. Working together in a collaborative learning setting is a recent theme in educational research, in curriculums and in practical work with young children (Kangas, Seitamaa-Hakkarainen & Hakkarainen, 2013; Sullivan & Bers, 2016; Sundqvist & Nilsson, 2018; Turja, Endepohls-Ulpe & Chatoney, 2009) .  \nInteraction, self-expression and the ability to understand others play major roles in an individual’s functional capacity and well-being. The sociocultural perspective on learning emphasises the role and meaning of peer interaction (Vygotsky, 1978), and the cultural and collective bases are highlighted in sociocultural theories of child development (Kim, 2014; Rogoff, 2003) . Children are considered to be active agents who learn through acting and using language and semiotics. Preschool-aged children are typically attracted by the other children, and they usually enjoy their peers’ company. Children construct their identity and adopt peer culture and social skills through participation in communities, where collaborative learning supports a learner’s mental, social and emotional development (Hennessy & Murphy, 1999; Lillemyr, Sobstad, Marder, & Flowerday, 2011) . According to Vygotsky (1978), language is a dominant psychological tool for seeing, talking, acting an","cbCaicFtFJ4NSKfR","https://ap.wps.com/l/cbCaicFtFJ4NSKfR","pdf",580814,23,"English","# Abstract\n# Introduction\n## Background and research gap\n## Sociocultural view of peer interaction\n## Prior studies on peer collaboration and roles","[{\"question\":\"What collaborative design task did the six-year-old preschoolers complete?\",\"answer\":\"They collaboratively designed and sketched floor plans for forest animals’ nests, which were later constructed.\"},{\"question\":\"How does the study explain collaboration from a learning perspective?\",\"answer\":\"It uses Vygotsky’s sociocultural framework, treating peer interaction and language as key tools for meaning making and learning.\"},{\"question\":\"What did the study find about children’s roles during collaboration?\",\"answer\":\"Children successfully worked with peers to solve the design task, and four distinct peer-group role types were identified, with embodied expressions playing an important role.\"}]","Peer Collaboration of Six-year olds when Undertaking a Design Task | PDF",1792089616,58]