Small Group Behavior of 5-Year-Old Children under Three Kinds of Educational Stimulation

Publisher Website
Google Scholar
Abstract
This study was designed to investigate differential effects on the small group behavior among 5-year-old children of three alternative approaches to educational stimulation. The Ss were forty-eight children in a “Traditional Kindergarten Approach,” forty-eight children under the “Creative-Aesthetic Approach” and ninety-six children under the “Cognitive-Structured Approach.” They were assigned to 4-person groups to function in teams to match correctly twelve sets of twin faces on plaques. The experimenter oriented entire classes (15 to 25 children each) to the concept of team behavior and an observer was assigned to each 4-person group. There were no statistically significant differences among the three sets of groups on amount of time required to complete the task. The behavior of the “Traditional Kindergarten” groups could be characterized as alert, cooperative, enthusiastic, organized, and friendly. That of the “Creative-Aesthetic” children could be described as bickering, fighting, absorbed, and enthusiastic. That of the “Cognitive-Structured” could be characterized as somewhat apathetic, inattentive, low in friendliness, and lacking in organization.

This publication has 0 references indexed in Scilit: