Within primary school classrooms children are often seated in groups but research shows that pupils do not collaborate or learn effectively within these groups. This study focuses on children 5–7 years old. Using a quasi-experimental design, children in experimental classes undertook relational activities to improve the effectiveness of group working during a school year. Nine hundred and eighty children (from 17 experimental and 21 control classes) were assessed and compared for attainment in reading and mathematics, motivation for group working, and behavioural/communicative actions. Over a school year, children in experimental classes improved more than children in control classes with regard to academic attainment, motivation to work with others, group and on-task focus, and showed high levels of communicative interaction with partners. It is concluded that young children are capable of engaging in effective group work that promotes academic achievement.
|Number of pages||13|
|Journal||Learning and Instruction|
|Publication status||Published - Feb 2008|
- relational approach
- group work
- social pedagogy