Co-operative learning in German early childhood institutions

Inhaltsverzeichnis (Table of Contents)

• Introduction
• Methods
• Results
• Discussion
• References

Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)

This study aims to explore the attitudes and practices of early childhood teachers regarding co-operative learning in German kindergartens. The research investigates the extent to which teachers understand and implement co-operative learning techniques, their perceptions of its benefits, and any perceived limitations or problems associated with its application.

• Early childhood teacher's attitude towards co-operative learning.
• The definition of co-operative learning and the extent to which teachers are trained in its techniques.
• The suitability of co-operative learning as a pedagogical practice in early childhood institutions.
• The relationship between teachers' attitudes towards co-operative learning and its implementation in early childhood institutions.
• The perceived benefits and limitations of applying co-operative learning in the classroom.

Zusammenfassung der Kapitel (Chapter Summaries)

Introduction

The introduction highlights the widespread recognition of co-operative learning as a pedagogical practice that promotes both learning and socialisation. The positive effects of co-operative learning on student achievement are discussed, citing various studies that have demonstrated its benefits for intellectual development, social gains, self-esteem, and problem-solving skills. The importance of co-operative learning in early childhood education is emphasized, along with its potential for long-lasting positive effects on children's academic success.

Overview of Co-operative Learning

This section explores the inherent nature of cooperation in human life and its crucial role in education. It emphasizes the need to teach social skills and the importance of co-operation in navigating a complex world. The concept of co-operative learning as a pedagogical technique, where students work together in small groups towards a common goal, is introduced. It highlights the positive interdependence among group members and the benefits for individual learning and group achievement.

Theoretical Background

This chapter delves into the theoretical underpinnings of co-operative learning, focusing on the socio-cognitive theory of Jean Piaget. It provides a foundation for understanding the principles and mechanisms behind the effectiveness of co-operative learning in promoting student development.

Schlüsselwörter (Keywords)

Key terms and concepts explored in this study include co-operative learning, early childhood education, pedagogical practices, teacher attitudes, implementation, benefits, limitations, social skills, intellectual development, self-esteem, problem-solving, and the socio-cognitive theory.