La regulación cognitiva de la acción en una tarea de construcción colaborativa con bloques, en díadas de niños de entre ocho y doce años

Abstract

This study qualitatively analyzed how dyads composed by children between eight and twelve years old planned actions in a collaborative block construction task. 17 dyads of children of similar age and gender were intentionally selected. All dyads were asked to build the best possible house with the available materials. The researcher ensured that children understood the importance of teamwork and of agreeing on their actions and decisions. The 17 collaborative work situations were filmed and transcribed, and conformed the basic material of this study. Different types of relationship between cognitive aspects (task planning) and behavioral aspects (task performance) were identified, showing a gradation that went from the primary level (low cognitive control), to a higher level of reflexivity and cognitive control over the task.