The study explored how young children coordinate with each other during problem-solving tasks, using a method called Cross-Recurrence Quantification Analysis (CRQA).
It involved seven pairs of 5-year-olds over six sessions with increasingly difficult tasks, focusing on two interaction states: Distributed Dyadic Interaction (DDI) where both children contribute equally, and Unequal Dyadic Interaction (UDI) where only one child contributes.
Findings showed that DDI occurred more often than UDI, with both interaction types becoming more complex over time, and a moderate correlation was noted between overall coordination and the children's task performance.