Co-operative learning in German early childhood institutions
Bachelor Thesis from the year 2006 in the subject Pedagogy - Nursery Pedagogy, Early Childhood Education, grade: 2,0, Radboud Universiteit Nijmegen (Radboud University Nijmegen, Netherlands), course: "Training in educational research", 9 entries in the bibliography, language: English, abstract: Co-operative learning is widely recognised as a pedagogical practise that promotes learning and socialisation. Although there are many different forms of co-operative learning, consensus exists among the researchers about its positive effects on the student achievement. Numerous of studies that have been published over the past three decades could prove and demonstrate that forms of co-operative learning have benefits for the intellectual development and child’s social gains. Co-operative learning affects the ability to construct knowledge and to build inter-group relations, enhances the child’s self-esteem, and promotes the child’s problem-solving skills (Liu, 1992). Research (Slavin,1995) on co-operative learning has further indicated that cooperative learning improves students’ attitude toward school, learning and others. In fact, Johnson and Johnson who are well-known for their research in this field, argue that there may be no other pedagogical practises that simultaneously achieve such diverse outcomes. Most of the research took place in the range of primary school up to high school, but it is interesting to examine how co-operative learning can be used and is used in the early childhood institutions, especially in the German kindergarten. Over the years, early childhood education has stressed the importance of co-operative learning for the young child’s development, and it is proved that the early learning of cooperative skills produce a long lasting effect and increase the probability of children’s success throughout their school years (Lui, 1992). In spite of knowing the benefits and the positive effectiveness for the child’s development, co-operative learning is not a common practise in schools for several reasons. Educators are confused about what cooperative learning is, are not well-educated in the techniques and have a lack of discipline to implement the basics of co-operative learning in the classroom.
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achieve amount of items apply co-operative learning attitude section attitude towards co-operative Aufgabe Aussage benefits 5 items benefits of co-operative Bereitschaft für Gruppenarbeit co-operative groups co-operative learning exactly collaborative learning common goal constructed questionnaire Contemporary Education early childhood educator early childhood institutions enhances the child’s evaluation face-to-face promotive interaction five basic elements fördert die geistige geistige Entwicklung group composition group processing Gruppe Gruppenarbeit entwickeln Kinder Gruppenarbeit fördert implement co-operative learning implementation of co-operative interpersonal and small Johnson & Johnson Johnson and Johnson Kindergarten know what co-operative Kotloff learning exactly defines learning in class learning in classroom learning in early long lasting effect measured mean Meijden mental development operative learning outcomes Paramount communication company pedagogical practise positive interdependence present study Regarding relation consists sample Slavin small group skills social benefits social skills standard deviation teachers attitude teachers role test persons Trifft variable Veenman Viacom Wachstum sozialer Kompetenzen willingness to apply