Tillsammans är vi starkare! : En systematisk litteraturstudie av interventioner med syfte att stärka social förmåga med kamratstöttning som metod
Sammanfattning: Social competence and the ability to connect with other people are widely considered as important skills to master. This study examines how current pedagogical research enacts and describes interventions to improve social ability in early childhood education using peer learning. A systematic literature study was conducted using the ERIC and EDS databases. The study found 53 articles that met the inclusion criteria. The study identified three different roles for the participants in the study: adult (the teacher), peer (the helper) or focus child (the one that needs to learn). The study found six distinctive categories for the roles that had an impact on the development of the focus child in the interventions. The study analyzed the affordances of the focus child, the peer and the educator. Affordances for the roles in the interventions depends on the roles that are implicit in the study design. Future research should take into account the roles and affordance of the focus child when using peer learning in early childhood education to maximize the effect and increase social competence.
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