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Article

Help and Solidarity Interactions in Interactive Groups: A Case Study with Roma and Immigrant Preschoolers

1
Faculty of Psychology and Education, University of Deusto, 48007 Bilbao, Spain
2
Ikerbasque, Basque Foundation for Science, 48013 Bilbao, Spain
3
Department of Theory and History of Education, University of Barcelona, 585 08007 Barcelona, Spain
*
Author to whom correspondence should be addressed.
Soc. Sci. 2020, 9(7), 116; https://doi.org/10.3390/socsci9070116
Received: 29 May 2020 / Revised: 3 July 2020 / Accepted: 3 July 2020 / Published: 7 July 2020
Peer interactions in early childhood education play a key role in establishing the first structures of social relationships and foundations for future development. Engaging in social exchanges with different people enriches children’s concurrent and future learning opportunities. Building on the importance of diversifying interactions, interactive groups (IGs) are a specific dialogue-based classroom organization format that creates an inclusive learning environment by allocating students to small heterogeneous groups with an adult volunteer per group. This classroom organization format has produced reported evidence of enhancing social cohesion and academic achievement, mainly in elementary education. However, its potential to foster positive peer interactions in Early Childhood Education among disadvantaged children remains unexplored. Therefore, this case study explores in depth the type and frequency of positive peer interactions in interactive groups in a preschool classroom serving mainly Roma and immigrant children with a very low SES. The results show that in this context, children acknowledge each other’s work and provide help, guidance, and solidarity interactions when solving academic tasks. Our analysis reveals that children internalize the rules and functioning of the IG since those aspects emerge in their conversations during the activity. Implications for practitioners and policymakers are also discussed. View Full-Text
Keywords: interactive learning environments; interactive groups; positive peer interactions; early childhood education; help and solidarity interactions; Roma and immigrant children interactive learning environments; interactive groups; positive peer interactions; early childhood education; help and solidarity interactions; Roma and immigrant children
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MDPI and ACS Style

Khalfaoui, A.; García-Carrión, R.; Villardón-Gallego, L.; Duque, E. Help and Solidarity Interactions in Interactive Groups: A Case Study with Roma and Immigrant Preschoolers. Soc. Sci. 2020, 9, 116. https://doi.org/10.3390/socsci9070116

AMA Style

Khalfaoui A, García-Carrión R, Villardón-Gallego L, Duque E. Help and Solidarity Interactions in Interactive Groups: A Case Study with Roma and Immigrant Preschoolers. Social Sciences. 2020; 9(7):116. https://doi.org/10.3390/socsci9070116

Chicago/Turabian Style

Khalfaoui, Andrea, Rocío García-Carrión, Lourdes Villardón-Gallego, and Elena Duque. 2020. "Help and Solidarity Interactions in Interactive Groups: A Case Study with Roma and Immigrant Preschoolers" Social Sciences 9, no. 7: 116. https://doi.org/10.3390/socsci9070116

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