Cultural Canalization of Child-Child Interactions in Preschool

• Autor(a) principal: Branco, Angela Uchoa
• Data de Publicação: 2012
• Outros Autores: Mettel, Thereza Pontual de Lemos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Psicologia (Universidade de Brasília. Online)
• Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/17208
• topic: Socialização; Interação criança-criança; Pré-escola; Socialization; Child-child interactions; Preschool

Tcacher-students interactions, as well as the ecology of classrooms, are here discussed from a co-construetivistperspective of child development. Co-constructivism emphazises the dialectical interaction between culture and the activeparticipation of the child in his/her own development. A methodological approach to the study of the "hidden curriculum" ofschools is illustrated by an observational research designed to investigate the teacher's role in the cultural canalization processes(through facilitation/inhibition) of child-child interactions within a preschool setting. Videotaped interactions were segmentedinto units for interaction analysis (UIA), encompassing categories related to both child-child and teacher's behaviors. Theresults indicate the existence of recurrent patterns of cultural canalization, which are consistent and compatible with each activityin which children participate. The most important canalizing tendency was the promotion of prosocial behavior among children.Specific aspects related to the teacher's role within educational institutions are here discussed from a systemic and co-constructivistapproach to child development.