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Abstract
The objective of this study was to investigate the effect of a socio‐cognitive teaching strategy on young children. It tests their understanding of the factors that friction depends on when an object is projected across a horizontal surface. The study was conducted in three phases: pre‐test, teaching intervention, and post‐test. The sample consisted of 68 preschool children who were assigned to two groups according to age and cognitive ability, based on their responses to a pre‐test. The children in the experimental group participated in activities that were approached from a socio‐cognitive perspective while the children in the control group participated in the same activities but from a Piagetian perspective. A statistically significant difference was found (Mann–Whitney U‐test), between the pre‐test and the post‐test, providing evidence for the effect of the socio‐cognitive strategy on children's understanding of a ‘precursor model’ for the concept of friction.
