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Direct linkHowe, Nina; Della Porta, Sandra; Recchia, Holly; Funamoto, Allyson; Ross, Hildy – Journal of Cognition and Development, 2015
Social-constructivist models of learning highlight that cognitive development is embedded within the context of social relationships characterized by closeness and intimacy (Vygotsky, 1978). Therefore, in contrast to prior research employing semistructured paradigms, naturalistic sibling-directed teaching was examined during ongoing interactions…
Descriptors: Siblings, Young Children, Naturalistic Observation, Instruction
Howe, Nina; Della Porta, Sandra; Recchia, Holly; Ross, Hildy – Developmental Psychology, 2016
Naturalistic dyadic sequences of teaching and learning involving older and younger siblings were investigated in 39 middle-class dyads over a 2-year period in early childhood. Siblings were observed during ongoing interactions in the home setting for 6 90-min sessions at both Time 1 (older sibling "M" age = 4.4 years; younger sibling…
Descriptors: Siblings, Sibling Relationship, Instruction, Longitudinal Studies
