{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79864"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79864","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Constructing a Joint Story -Writing Space: The Dynamics of Young Children's Collaboration at Computers","abstract":"This study explored kindergartners' and first graders' collaborative processes in order to understand the nature of peer collaboration and the learning opportunities afforded by peer discourse. Framed by a sociocultural perspective and relying on discourse analysis, this study focused on how children's collaborative roles and patterns changed over time. Examination of video data and children's computer products revealed that (a) children's interaction patterns changed from a more independent style toward a more integrative style, as shown in their distribution of control over the mouse and keyboard and in the written outcomes of their collaboration; (b) a shift in role patterns emerged across repeated instances of peer collaboration, so that children began alternating the roles of leader and observer, and less competent children began carrying out more important tasks; (c) the computer served as an object of reference for children to sustain their interaction and stay on task; (d) peer scaffolding practices created an environment in which children could stay focused and reduce off-task behavior; and (e) peer collaboration was a multi-dimensional experience, including cognitive, social, and affective elements. Implications for early childhood education, such as providing young children a prolonged, relatively low-stress form of learning, are discussed.","abstract_html":"This study explored kindergartners' and first graders' collaborative processes in order to understand the nature of peer collaboration and the learning opportunities afforded by peer discourse. Framed by a sociocultural perspective and relying on discourse analysis, this study focused on how children's collaborative roles and patterns changed over time. Examination of video data and children's computer products revealed that (a) children's interaction patterns changed from a more independent style toward a more integrative style, as shown in their distribution of control over the mouse and keyboard and in the written outcomes of their collaboration; (b) a shift in role patterns emerged across repeated instances of peer collaboration, so that children began alternating the roles of leader and observer, and less competent children began carrying out more important tasks; (c) the computer served as an object of reference for children to sustain their interaction and stay on task; (d) peer scaffolding practices created an environment in which children could stay focused and reduce off-task behavior; and (e) peer collaboration was a multi-dimensional experience, including cognitive, social, and affective elements. Implications for early childhood education, such as providing young children a prolonged, relatively low-stress form of learning, are discussed.","abstract_has_math":false,"creators":["Chung, Ya-Hui"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Daniel Walsh"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:54:09Z","date_published":"2015-09-25T19:54:09Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Technology of"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3198955"],"render_values":[{"text":"(MiAaPQ)AAI3198955","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79864","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Daniel Walsh"]},{"key":"dc:creator","label":"Author","values":["Chung, Ya-Hui"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:54:09Z","10000-01-01","2005"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Technology of"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79864","(MiAaPQ)AAI3198955"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study explored kindergartners' and first graders' collaborative processes in order to understand the nature of peer collaboration and the learning opportunities afforded by peer discourse. 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Examination of video data and children's computer products revealed that (a) children's interaction patterns changed from a more independent style toward a more integrative style, as shown in their distribution of control over the mouse and keyboard and in the written outcomes of their collaboration; (b) a shift in role patterns emerged across repeated instances of peer collaboration, so that children began alternating the roles of leader and observer, and less competent children began carrying out more important tasks; (c) the computer served as an object of reference for children to sustain their interaction and stay on task; (d) peer scaffolding practices created an environment in which children could stay focused and reduce off-task behavior; and (e) peer collaboration was a multi-dimensional experience, including cognitive, social, and affective elements. 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Examination of video data and children's computer products revealed that (a) children's interaction patterns changed from a more independent style toward a more integrative style, as shown in their distribution of control over the mouse and keyboard and in the written outcomes of their collaboration; (b) a shift in role patterns emerged across repeated instances of peer collaboration, so that children began alternating the roles of leader and observer, and less competent children began carrying out more important tasks; (c) the computer served as an object of reference for children to sustain their interaction and stay on task; (d) peer scaffolding practices created an environment in which children could stay focused and reduce off-task behavior; and (e) peer collaboration was a multi-dimensional experience, including cognitive, social, and affective elements. 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