Cooperative Learning and Its Effects on Pre-Primary, Marginalized Children

Autor/in	Vasileiadou, Marina
Titel	Cooperative Learning and Its Effects on Pre-Primary, Marginalized Children
Quelle	In: Emotional & Behavioural Difficulties, 14 (2009) 4, S.337-347 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2752
Schlagwörter	Cooperative Learning; Foreign Countries; Kindergarten; Teaching Methods; Young Children; At Risk Students; Peer Relationship; Rejection (Psychology); Cyprus + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Frühe Kindheit; Peer-Beziehungen; Ablehnung; Zypern
Abstract	This paper is based on a project which examined the effect that cooperative learning activities may have on the acceptance of marginalized children in pre-primary school. The small-scale project was undertaken at a public, pre-primary school in Cyprus using sociometric measures and observations, pre and post the implementation of some cooperative learning lessons. Thirteen kindergarten children participated in the project (mean age = five years, eight months). The findings indicate some possible beneficial effects from cooperative learning on children who are marginalized, which need further investigation in future research. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10