Help and solidarity interactions in interactive groups: a case study with roma and immigrant preschoolers

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dc.contributor.authorKhalfaoui Larrañaga, Andrea
dc.contributor.authorGarcía Carrión, Rocío
dc.contributor.authorVillardón Gallego, Lourdes
dc.contributor.authorDuque Sánchez, Elena
dc.date.accessioned2025-09-09T11:08:00Z
dc.date.available2025-09-09T11:08:00Z
dc.date.issued2020-07-07
dc.date.updated2025-09-09T11:08:00Z
dc.description.abstractPeer interactions in early childhood education play a key role in establishing the first structures of social relationships and foundations for future development. Engaging in social exchanges with different people enriches children's concurrent and future learning opportunities. Building on the importance of diversifying interactions, interactive groups (IGs) are a specific dialogue-based classroom organization format that creates an inclusive learning environment by allocating students to small heterogeneous groups with an adult volunteer per group. This classroom organization format has produced reported evidence of enhancing social cohesion and academic achievement, mainly in elementary education. However, its potential to foster positive peer interactions in Early Childhood Education among disadvantaged children remains unexplored. Therefore, this case study explores in depth the type and frequency of positive peer interactions in interactive groups in a preschool classroom serving mainly Roma and immigrant children with a very low SES. The results show that in this context, children acknowledge each other's work and provide help, guidance, and solidarity interactions when solving academic tasks. Our analysis reveals that children internalize the rules and functioning of the IG since those aspects emerge in their conversations during the activity. Implications for practitioners and policymakers are also discussed.en
dc.description.sponsorshipThis research was funded by the Basque Government, grant number PRE_2017_234en
dc.identifier.citationKhalfaoui, A., García-Carrión, R., Villardón-Gallego, L., & Duque, E. (2020). Help and solidarity interactions in interactive groups: a case study with roma and immigrant preschoolers. Social Sciences, 9(9). https://doi.org/10.3390/SOCSCI9070116
dc.identifier.doi10.3390/SOCSCI9070116
dc.identifier.eissn2076-0760
dc.identifier.urihttps://hdl.handle.net/20.500.14454/3566
dc.language.isoeng
dc.publisherMDPI AG
dc.rights© 2020 by the authors
dc.subject.otherEarly childhood education
dc.subject.otherHelp and solidarity interactions
dc.subject.otherInteractive groups
dc.subject.otherInteractive learning environments
dc.subject.otherPositive peer interactions
dc.subject.otherRoma and immigrant children
dc.titleHelp and solidarity interactions in interactive groups: a case study with roma and immigrant preschoolersen
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.issue9
oaire.citation.titleSocial Sciences
oaire.citation.volume9
oaire.licenseConditionhttps://creativecommons.org/licenses/by/4.0/
oaire.versionVoR
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