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.
Table of Contents
INTRODUCTION
METHODS
RESULTS
DISCUSSION
Research Objectives and Themes
The present study aims to examine the attitudes of early childhood educators towards co-operative learning, their definition of the pedagogical practice, and the frequency with which they implement these techniques in German kindergarten classrooms.
- Teacher knowledge and understanding of co-operative learning definitions.
- Educators' attitudes towards co-operative learning as a pedagogical tool.
- Actual implementation patterns of group work in early childhood institutions.
- Correlation between teacher attitudes and the frequency of pedagogical application.
Excerpt from the Book
Introduction
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 co operative 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 co-operative 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 co-operative 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.
Summary of Chapters
INTRODUCTION: This chapter establishes the pedagogical importance of co-operative learning and identifies the gap in research regarding its application and teacher attitudes within early childhood institutions.
METHODS: This chapter details the study's subjects, the construction of the survey questionnaire, the variables being measured, and the analytical procedures employed to process the data.
RESULTS: This chapter presents the empirical findings regarding teacher demographics, their knowledge base, attitudes, and the statistical analysis of the implementation of group work.
DISCUSSION: This chapter interprets the research outcomes, reflects on the lack of formal training among educators, and offers recommendations for future research and practice.
Keywords
Co-operative learning, early childhood education, kindergarten, teacher attitude, pedagogical practice, group work, social development, mental development, educational institutions, implementation, Germany, pedagogical training, childhood development.
Frequently Asked Questions
What is the core subject of this work?
The work investigates the understanding, attitudes, and practical application of co-operative learning techniques among early childhood educators in German kindergarten institutions.
What are the primary themes discussed?
Key themes include the definition of co-operative learning, the socio-cognitive benefits for children, the distinction between general group work and structured co-operative learning, and the role of the teacher.
What is the central research question?
The study seeks to determine what educators know about co-operative learning, their attitude toward it, whether they implement it in their classrooms, and if a correlation exists between their attitudes and actual usage.
Which scientific method is utilized?
The study employs a quantitative approach using a self-constructed questionnaire, with data analyzed via a paired samples T-Test using SPSS software.
What is covered in the main body?
The main body covers the theoretical background, the methodology of the survey, the quantitative results derived from the questionnaires, and a discussion of the practical implications.
Which keywords characterize the study?
The study is characterized by terms such as co-operative learning, early childhood education, teacher attitude, and pedagogical implementation.
Do the educators distinguish between general group work and co-operative learning?
No, the findings reveal that while educators use group work frequently, they generally lack a precise, technical understanding of the specific requirements that define co-operative learning.
Is there a correlation between teacher attitudes and the frequency of implementation?
The statistical analysis within this specific sample of 23 subjects showed no significant correlation between the educators' attitudes and their actual frequency of implementing co-operative learning.
- Quote paper
- Louise Steinert (Author), Henny van der Meijden (Author), 2006, Co-operative learning in German early childhood institutions, Munich, GRIN Verlag, https://www.grin.com/document/61834
