The influence of power relations and social goals on children's collaborative interactions while composing on computer

Patterns of interaction, including power relations and social goals, were i nvestigated over a five month period by observing first grade children. Chi ldren worked in small groups to compose stories on the computer. Three grou ps selected for in-depth analysis represent the wide range of observed inte raction patterns. Differences in interaction patterns included emphasis on fairness, control, exploration, and social cohesion. Several social goals g uided children's actions, including appearing competent to peers, dominatin g peers, and creating solidarity with peers. Differential status within the partnership was reflected in the variation in types of social behaviors th at children displayed. Commonalties in interaction patterns among groups in cluded using one another as resources, expressing opposition, directing ver sus instructing, and using self-monitoring and repetition. Agreed upon stra tegies and plans emerged as facilitative in maintaining positive affect in contrast with negative and conflictual exchanges. Focus on local concerns i n composing was observed in all three groups, consistent with the level of development of first graders' writing off the computer. Suggestions are pro vided for modeling positive social interactions and higher level compositio nal planning.