Sills, J., Rowse, G. orcid.org/0000-0003-3292-4008 and Emerson, L.M. (2016) The role of collaboration in the cognitive development of young children: a systematic review. Child: Care, Health and Development, 42 (3). pp. 313-324. ISSN 0305-1862
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2016 John Wiley & Sons Ltd. This is the pre-peer reviewed version of the following article: Sills, J., Rowse, G., and Emerson, L.-M. (2016) The role of collaboration in the cognitive development of young children: a systematic review. Child: Care, Health and Development, 42: 313–324. doi: 10.1111/cch.12330, which has been published in final form at http://dx.doi.org/10.1111/cch.12330. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving. |
Keywords: | cognitive development; collaboration; problem-solving |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Science (Sheffield) > Department of Psychology (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 11 May 2016 08:45 |
Last Modified: | 13 May 2016 18:08 |
Published Version: | http://dx.doi.org/10.1111/cch.12330 |
Status: | Published |
Publisher: | Wiley |
Identification Number: | 10.1111/cch.12330 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:99569 |