Analysis and suggestions on the challenges faced by kindergarten teachers in cooperative learning models from a sociocultural theory perspective

HIGHLIGHTS

• What: The aim of this empirical study is to identify and address the faced by kindergarten teachers in guiding and implementing collaborative inquiry learning in early childhood group settings from a socio-cultural theoretical perspective. Vygotsky believed that culture provides the context in which development occurs; the authors develop by internalizing the cognitive tools embedded within specific cultures. This study attempts to use qualitative research methods to describe complex educational phenomena using non-quantitative data (text and images) as an alternative to quantitative research. The abundance of data in quantitative research can shift the research focus from . . .
  

   

  

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