The Strategies and Efficacy of Child versus Adult Teachers

• DOI: 10.2307/1129386
• Publication Date: 2006-06-20T00:29:17Z
• Authors: Shari Ellis; Barbara Rogoff
• Keywords: 4. Education; 05 social sciences; 0501 psychology and cognitive sciences

ELLIS, SHARI, and ROGOFF, BARBARA. The Strategies Efficacy of Child versus Adult Teachers. CHILD DEVELOPMENT, 1982, 53, 730-735. Informal reports observations teaching interactions in classrooms suggest that children instruct each other primarily through demonstration modeling tasks, while adult teachers show a greater reliance on verbal instruction. Although child appear to utilize very different strategies, number authors believe may serve as effective teachers, perhaps even more than adults. In the present investigation, using 2 laboratory classification tasks resembling home school activities, differences between strategies mirrored those suggested occur classroom settings. 9-year-old used nonverbal instruction, referred frequently specific items higherorder grouping items. provided group relationship information items, also elicited (or allowed) participation from learners. Learners taught by performed better posttest learning generalization did teachers. lesser effectiveness is likely related demands, both cognitive social, placed young used. Also, children's strategy instruction have been less appropriate for communicating category structure materials it would be tasks. examination peer social or material familiar indicate can under circumstances proficient