An Investigation of Young Children's Dyadic Social Problem-Solving Strategies Using Convergent and Divergent Computer Software Formats
An Investigation of Young Children's Dyadic Social Problem-Solving Strategies Using Convergent and Divergent Computer Software Formats
Loading...
Files
Publication or External Link
Date
1989
Authors
Wilson, Josephine Coleman
Advisor
Fein, Greta G.
Citation
Abstract
This study compared the social problem-solving
strategies of 24 peer dyads using convergent and
divergent computer software formats. Randomly
paired same-sex, same-age preschool and kindergarten
dyads were videotaped on two separate days using
either a convergent or a divergent computer software
format. Measures of computer time, social
interactions, cooperation strategies, conflict
resolution strategies, and the flexible use of these
strategies were computed for each computer software
format. A series of multivariate analyses of
variance with repeated measures on software
conditions were performed to examine the
contributions of age, software, and their
interaction to these measures. Dyads in the
divergent condition laughed more and divided
responsibility for the task less than did children
in the convergent condition. Analyses revealed a
significant multivariate software effect for
cooperation strategies. Significant multivariate
age x software interaction also appeared for
cooperation strategies and flexibility. Older
children in the convergent condition helped more and
showed more flexibility than did younger children;
but in the divergent condition, the direction of
these differences were reversed. These findings
suggest that even in children as young as
4-years-old cooperative strategies are adapted to
the problem at hand. Social interactions are
differentiated and used selectively for divergent
and convergent situations. The implications of
these results for early childhood educators and
researchers interested in optimizing software use
for young children are discussed.