An investigation of the use of cooperative learning techniques with a sample of children (0--4) across traditional daycare and playgroup learning communities

The overall purpose of this dissertation research study was to investigate the possible differential impact of cooperative learning activities on the social emotional development of young children. A set of independent variables (social class, race/ethnicity, gender, parental education and marital status) was studied to determine if any significant social-emotional differences existed in the outcome measures among the participants related to these individual difference variables.; The literature review included the following components: (a) definitions of a cultural constructivist framework; (b) effects of cooperative environments on child learning; (c) documented differences between participant groups; (d) historical context of behaviorist and connectionist theories; (e) effects of the cognitive revolution on learning theory; (f) cooperative learning and motivation; (g) Vygotsky's theory of learning; (h) daycare and playgroup research; and (i) childcare research. The general organizing variables related to the topic targeted for systematic study appearing within the literature review were found to be social-emotional development among daycare/preschool children, achievement, problem solving behaviors, and cooperative learning. One variable (at-home playgroups) was added by the investigator and became the primary focus of the research study.; Data sets were obtained from several sources. Twenty traditional preschool parent participants completed a demographic questionnaire, participated in a set of observations and interviews, and completed the HOME inventory. Ten playgroup parents completed the Vineland Interview, and four teachers completed the Vineland classroom surveys. A mixed methodological design was used to address two research questions: (1) Are there differences in the social-emotional development outcome measures of children who participate in at-home playgroups, compared to children who attend traditional programs? and (2) Are there significant differences in the social-emotional development outcome measures when variables such as socio-economic status, gender, ethnicity, parental education, and single or two parent families are compared across at-home playgroup and traditional daycare group conditions?; Overall, the findings are congruent with the results of other studies reported in the literature review. The creation of a stimulating social environment was perceived to be of critical importance across groups. The participants in this study were actively involved in the creation of stimulating social environments that were cohesive, caring, and focused on the enhancement of child development. The parents in both groups were also very active in the child's educational, social-emotional, and extra-curricular activities. The results indicated that the parents were a major influence with respect to the creation of these learning environments. They focused their attention on the enhancement of social-emotional development and cooperative learning. Regardless of the setting, positive social emotional development appeared to be taking place. In the traditional preschool/daycare setting, the staff was concerned with creating a positive cooperative learning environment for the children. Even when individual difference variables (SES, ethnicity, gender, education and marital status) were introduced, there were no differences in the outcome measures across groups. Areas of study that were not documented by other investigators to be of special focus, but were found to be important in this study included: (a) the direct positive affect cooperative learning (play) had on the development of a child's self-esteem and ability to adapt to his/her environment; and (b) the playgroup's impact on the child's social-emotional development.