UTILIZING AN INTERACTIVE FLOOR TO STIMULATE COMMUNICATION AND PEER LEARNING IN PRESCHOOL CHILDREN
UTILIZING AN INTERACTIVE FLOOR TO STIMULATE COMMUNICATION AND PEER LEARNING IN PRESCHOOL CHILDREN

Summary/Abstract: Introduction: The functioning of children within a peer environment constitutes a pivotal aspect of the social learning space fostered by preschool educators. In planning and developing this space, educators make critical decisions regarding pedagogical methods, learning tasks, types of play, and activity formats. Research Aim: This article aims to analyze the nature of the objectives and activities for preschool children, as well as their learning and communication strategies. The research employed educational activities involving four-person groups using an interactive floor. Research Method: The research was qualitative. Observations focused on forms of tutoring, peer learning, communication among preschoolers, and the emotions accompanying task completion within the research context. Following the activities, individual and focus group interviews were conducted, during which children were invited to self-evaluate their experiences. Results: This article describes the terminological findings derived from the conducted research. Three categories of peer learning were observed in groups of children utilizing an interactive floor: joint task accomplishment, cooperative learning, and peer tutoring. The article also presents a broad spectrum of communication forms among children and their emotions during educational situations. Conclusion: The presented results may inspire further research into preschool children's communication and cooperation. These findings also offer practical value for preschool teachers in fostering a peer learning environment supported by modern technology (e.g. interactive floors), designing developmental tasks within a learning community, and establishing contexts conducive to the development of children's linguistic and communication skills.

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