This research programme employed a combination of qualitative and quantitative methodologies to address the question of the effects of cooperative learning on kindergarten children's perspective-taking ability and prosocial behaviour. / In an observational study, the kindergarten classes of two teachers who had the reputation for using small-group cooperative activities with their students were observed for one month at the beginning of the school year. Very few cooperative activities were employed during the observation period, making it impossible to determine the effects of engaging in such activities. An analysis of the qualitative observations elucidated techniques that these teachers used to create a smoothly functioning class. / A quasi-experimental study was conducted involving kindergarten students working for six weeks in either an individualistic or cooperative programme. Both qualitative and quantitative observations indicate that students who engaged in cooperative learning activities displayed a higher number of instances of prosocial behaviour than those in the individualistic programme. The results revealed that participation in the cooperative programme positively correlated with increases in affective perspective taking.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:QMM.74355 |
| Date | January 1989 |
| Creators | Chambers, Bette |
| Publisher | McGill University |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Format | application/pdf |
| Coverage | Doctor of Philosophy (Department of Educational Psychology and Counselling.) |
| Rights | All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated. |
| Relation | alephsysno: 001067499, proquestno: AAINN63768, Theses scanned by UMI/ProQuest. |
Page generated in 0.0115 seconds