The architecture of adult-child interaction. Joint problem solving and the structure of cooperation

Mariëtte Hoogsteder*, Robert Maier, Ed Elbers

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

In this article, learning and instruction in caregiver-child interactions are discussed. Referring to empirical observations, the authors distinguish between several modes of interaction. A mode of interaction can be characterized by the participants' roles, the aims pursued and the instruments used. The didactic mode of interaction provides a rich repertoire with a complex structure of learning and instruction opportunities. However, also in other modes identified - a playful and an efficient mode - learning and instruction possibilities exist. After introducing and systematizing the concept of mode of interaction, the didactic mode is illustrated with a case-study.

Original languageEnglish
Pages (from-to)345-358
Number of pages14
JournalLearning and Instruction
Volume6
Issue number4
DOIs
Publication statusPublished - Dec 1996

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