Cooperative learning as a strategy in pre-school education
DOI:
https://doi.org/10.25746/ruiips.v6.i1.16113Keywords:
action research; cooperative learning; cooperative groups; pre-school education.Abstract
This article presents an exercise investigated in the field of secondary education for teaching in pre-school education, in the academic year 2016/2017. The study presents a methodology with characteristics of action research and participation as objectives: to know the concept of cooperative learning in pre-school education; Content of learning as cooperative learning as a strategy in pre-school education; to know the role of the educator / from the use of cooperative learning; describe how interactions we as children together and be educator of childhood during the time of cooperative learning. To this end, eight cooperative activities, such as children and other data collection instruments (videographic records, logbooks and social skills grids) were carried out. The results are able to create tasks when they are in groups of two elements. There is no need to inform the evaluation of comments and just as you want to know what you want to know about your participation and performance in the activities, being able to think about what went well and what needed to be improved.
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