|Revista INFAD 2012||
ISSN EDICIÓN EN PAPEL: 0214-9877
|Nº1, Vol. 1, pp. 277-284||doi: en trámite|
Uso de estrategias cognitivas de aprendizaje en educación infantil: efecto de los iguales
Elena Escolano-Pérez / Mª Luisa Herrero Nivela. pp. 277-284
AbstractChildren are able to implement their own learning strategies from an early age. Every child is an actor and protagonist of his learning. However, we must remember that the child is a social being and, especially in the early ages, the learning is enhanced by the people who surround him.Generally, in the school, the teacher provides this support. However, peers also offer help. In relation to that, the aim of this study is to determine whether there are differences in the type of learning strategies used by 5 years-old children when they face a task alone or they do it in companywith a peer. The results show that there are significant differences in the use of all studied cognitive strategies: coping, construction, location and support/ cooperation cognitive strategies.These results will help in the planning and implementation of an educational performance to guide, hold, boost and counsel the child but at the same time, it will respect his initiative and the differential reality of his behavior.Keywords: Childhood; Cognition; Learning Strategies; Peer Interaction.