Social-Cognitive Concept of Anne-Nelly Perret-Clermont Theoretical as the Basis for the Formation of Social Competence of Preschool Children
Abstract
Childhood is a period of human life when interactions with peers become an opportunity to acquire social skills. The aim of this article is to contribute to analyses concerning social competence of preschool children in two dimensions: cognitive, by expanding knowledge of the theoretical basis for the acquisition of social competence; and teleological, by presenting educational situations that support the acquisition of social competence in childhood. In the first part, the concept of social competence was characterised, pointing out the definitional difficulties arising from different theoretical approaches in social sciences. Then, the profile of the Swiss researcher Anne-Nelly Perret-Clermont, who originated from the Geneva School, was presented, as well as the assumptions of the social-cognitive concept, which is an example of the post-Piagetian trend in social research. The second part presents examples of the practical application of the phenomenon of social-cognitive conflict in the interactions of six-year-old kindergarten children. The aim of the study was to draw attention to the possibilities of supporting their social competences. Three types of art-construction exercises that encourage children to share a tool, an idea and space are described. Attention was paid to the emergence of argumentative skills during interaction and the dilemmas of organising work in children’s teams.
References
Argyle M. (2002). Psychologia stosunków międzyludzkich (W. Domachowski, tłum.). Wydawnictwo Naukowe PWN.
Barbier, J.-M. (2016). Leksykon analizy aktywności. Konceptualizacje zwyczajowych pojęć (E. Marynowicz-Hetka, tłum.). Wydawnictwo Uniwersytetu Łódzkiego.
Deptuła, M. i Misiuk, A. (2016). Diagnozowanie kompetencji społecznych dzieci w wieku przedszkolnym i młodszym szkolnym. Wydawnictwo Naukowe PWN.
Doise, W., Mugny, G. i Perret-Clermont, A.-N. (1975) Social interaction and the development of cognitive operations. European Journal of Social Psychology, 5(3), 367–383. https://doi.org/10.1002/ejsp.2420050309
Goleman, D. (2007). Inteligencja społeczna (A. Jankowski, tłum.). Dom Wydawniczy Rebis.
Greco, S. i Perret-Clermont, A.-N. (2023). Young children’s argumentative contributions. W: J. Fahnestock i R.A. Harris (red.) The Routledge handbook of language and persuasion (s. 457–474). Routledge. https://doi.org/10.4324/9780367823658-32
Gruszczyk-Kolczyńska, E. i Zielińska E. (1997). Dziecięca matematyka: książka dla rodziców i nauczycieli. Wydawnictwa Szkolne i Pedagogiczne.
Kielar-Turska, M. (1989). Mowa dziecka. Słowo i tekst. Wydawnictwo Uniwersytetu Jagiellońskiego.
Klus-Stańska, D. (2019). Formatowanie dziecka i dzieciństwa. Kontrowersje wokół rozumienia rozwoju w diagnostycznym paradygmacie pedagogiki. W: M. Wiśniewska-Kin, J. Bonar i A. Buła (red.), Horyzonty dziecięcych znaczeń. Granice – rozpoznania – perspektywy, (s. 13–31). Wydawnictwo Uniwersytetu Łódzkiego.
Matczak, A. i Martowska, K. (2011). Z badań nad uwarunkowaniami kompetencji emocjonalnych. Studia Psychologica, 11, 5–18.
Perret-Clermont, A.-N. (1979). Interakcje społeczne a procesy poznawcze. Przegląd Psychologiczny, 22(1), 59–71.
Perret-Clermont, A.-N. (2022). Socio-cognitive Conflict. W: V.P. Glăveanu (red.), The Palgrave encyclopedia of the possible. Palgrave Macmillan. https://www.researchgate.net/publication/358042111_Socio-cognitive_conflict
Perret-Clermont, A.-N. (2023). Hommage à Willem Doise. Université de Neuchâtel.
https://libra.unine.ch/entities/publication/4c8dc4a3-c339-408c-8f20-15317464529b/details
Perret-Clermont, A.-N., Breux, S., Greco Morasso S. i Miserez-Caperos, C. (2014). Children and knowledge-oriented argumentation: Some notes for future research. W: G. Gobber i A. Rocci (red.), Language, reason and education. Studies in honor of Eddo Rigotti (s. 259–277). Peter Lang. https://www.researchgate.net/publication/269617198_Children_and_knowledge-oriented_argumentation_Some_notes_for_future_research
Perret-Clermont, A.-N., Schär, R., Greco, S., Convertini, J., Iannaccone, A. i Rocci, A. (2019). Shifting from a monological to a dialogical perspective on children's argumentation. Lessons learned. W: F.H. van Eemren i B. Garssen (red.), Argumentation in actual practice. Topical studies about argumentative discourse in context (s. 211–236). John Benjamins Publishing Company. https://doi.org/10.1075/aic.17.12per
Rzechowska, E. (2004). Potencjalność w procesie rozwoju: mikroanaliza konstruowania wiedzy w dziecięcych interakcjach rówieśniczych. Wydawnictwo KUL.
Schaffer, H.R. (2005). Psychologia dziecka (A. Wojciechowski, tłum.). Wydawnictwo Naukowe PWN.
Schaffer, H.R. (2006). Rozwój społeczny. Dzieciństwo i młodość (M. Białecka-Pikul i K. Sikora, tłum.). Wydawnictwo Uniwersytetu Jagiellońskiego.
Schaffer, H.R. (2010). Psychologia rozwojowa. Podstawowe pojęcia (R. Andruszko, Wydawnictwo Uniwersytetu Jagiellońskiego.
Shugar, G.W. (1982). Interakcja, koordynacja linii działania i funkcjonowanie językowe. Badania nad małymi dziećmi w warunkach zróżnicowania sytuacyjnego (B. Mroziak, tłum.). Zakład Narodowy im. Ossolińskich.
Shugar, G.W. (1995). Dyskurs dziecięcy. Rozwój w ramach struktur społecznych. Energeia.
Tartas, V. i Perret-Clermont, A.-N. (2008). Socio-cognitive dynamics in dyadic interaction: How do you work together to solve Kohs cubes? European Journal of Developmental Psychology, 5(5), 561–584. https://doi.org/10.1080/17405620701859522
Twardowski, A. (2014). Możliwości wykorzystania rówieśniczego tutoringu w edukacji dzieci z niepełnosprawnością intelektualną. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, 5, 17–39. https://doi.org/10.14746/ikps.2014.5.02
White, R.W. (1959). Motivation reconsidered: The concept of competence. Psychological Review, 66(5), 297–333. Przedruk w: G.T. Morris, (red.) Dimensions of psychology: Introductory readings (s. 81–117). MSS Educational Publishing Company. https://books.google.pl/books?hl=en&lr=&id=es8cTc2AUEkC&oi=fnd&pg=PA81&ots=fXD7cuACbs&sig=vX1nCj4kkVVW6I1RzrsCwc60aX4&redir_esc=y#v=onepage&q&f=false
Wiśniewska-Kin, M. (2019). Dziecięce kompetencje do przeciwstawiania się w kulturze szkoły polskiej. Problemy Wczesnej Edukacji, 4(47), 35–46.
Wróblewska, H.M. (2018). Kompetencje społeczne przestrzenią i doświadczaniem dialogu. Studia z Teorii Wychowania, 9(23), 41–60.
Copyright (c) 2024 Elementary Education in Theory and Practice
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
- When submitting a text, the author declares that he/she is the Author of the article (hereinafter referred to as the “Work”) and:
- he/she owns the exclusive and unlimited copyright to the Work,
- is entitled to dispose of the copyright to the Work.
Declares that it does not infringe any third party copyrights or legal rights.
Declares that there is no conflict of interest.
2. At the same time, the Author grants the Ignatianum University in Cracowa royalty-free, non-exclusive and territorially unlimited licence to use the Work in the following fields of exploitation:
- recording the Work in a hard copy, as well as on a digital or magnetic medium;
- reproduction of the Work using any technique, without limitation of the number of editions or copies;
- distribution of the Work and its copies on any medium, including marketing, sale, lending, and rental;
- introduction of the Work into a computer memory;
- disseminating the Work in information networks, including in the Internet;
- public performance, exhibition, display, reproduction, broadcasting and re-broadcasting, as well as making the Work available to the public in such a way that everyone can have access to it at a time and place of their own choosing;
- within the scope of dependent rights to the Work, including in particular the right to make necessary changes to the Work resulting from editorial and methodical development, as well as to translate the Work into foreign languages;
The licence is granted from the moment of the transfer of the Work to the Ignatianum University in Cracow. The Ignatianum University in Cracow is entitled to grant further sub-licences to the Work within the scope of the right granted. The licence is time-limited and it is granted for a period of 15 years, starting from the date of its granting.
Authors are permitted and encouraged to publish their text online (e.g. in their institution’s repository or on the institution’s website) before or during the submission process as this may lead to beneficial exchanges, as well as earlier and greater citation of the published text (See The Effect of Open Access). We recommend using any of the following portals of research associations:
- ResearchGate
- SSRN
- Academia.edu
- Selected Works
- Academic Search
