Early Childhood Education classrooms when implementing Work Projects’ Methodology. Social interaction among peers as a learning tool

• Main Authors: Julia Rodríguez Carrillo, Elena González Alfaya, Rosario Mérida Serrano, María Ángeles Olivares García
• Format: Article
• Language: English
• Published: Universidad Complutense de Madrid 2019-01-01
• Series: Revista Complutense de Educación
• Subjects: desarrollo social; interacción social; proyectos de trabajo; educación infantil; estudio de caso
• Online Access: http://revistas.ucm.es/index.php/RCED/article/view/56076

<p>Here are presented the findings and conclusions from a case study that aims to deeply understand about Work Projects´ methodology (hereinafter, WP) and its influence in the nature of social interaction among children within this particular learning environment. Early Childhood Education teachers who integrate the case are well experienced in applying such pedagogical approach. The method is qualitative and, in order to achieve a triangulation of techniques to seek information, a participant observation process has been carried out, and pre-service teachers´ diaries have been analyzed. At the end of the research, WP is seen as an educational paradigm which offers children countless opportunities to interact with peers. It is also revealed how children´s autonomy places them as referents for their equals, motivating their prosocial behavior. Lastly, this methodology invites children to adopt a <em>co-apprentice </em>role by actively involving themselves in their partners´ learning.</p>