How children learn in groups: the role of adults and spaces.
All research in the field of psychology affirms that children, from birth, construct their learning in a relationship with the environment, with adults, and with peers.
So how can educational contexts create favourable conditions for the processes of constructing individual and group learning?
Using documentation, teachers and pedagogistas will offer reflections on the construction of learning contexts.
“Interaction between children and children has a foundational value in the first years of life. It is a need, a desire, and a vital necessity that every child brings with them, and they ask to be gratified through the provision and organisation of favourable situations.” (Loris Malaguzzi)
Often, although we are aware that working in groups is a particularly fertile context for children, it is limited to having them work in close proximity, at the same table, or with the same materials. Learning to work in a group is a long process, with a high level of adult responsibility. In fact, the space or environment in which the group is engaged, the composition of the group, the choices operated by the adult, the language they use, and the dynamics they more or less knowingly promote or inhibit are all decisively important.