NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ856479
Record Type: Journal
Publication Date: 2009-Sep
Pages: 19
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-1350-293X
The Impact of Group Activities on Social Relations in an Early Education Setting in Spain
Ortega, Rosario; Romera, Eva M.; Monks, Claire P.
European Early Childhood Education Research Journal, v17 n3 p343-361 Sep 2009
This article promotes a psychosocial perspective that proposes that relational activities are an enriching factor in pupils' social learning. This study offers a model of intervention, using activities that promote peer-relations among preschoolers. The activities share several characteristics including: (a) being designed to be appropriate for the particular setting; (b) pre-briefing and de-briefing related to the importance of working and playing together, helping and sharing; (c) cooperative groups; (d) the development of social competence; and (e) the promotion of positive attitudes towards peer relations. The programme was carried out in Cordoba (Spain) with 22 five-year-old children. To assess the effectiveness of the intervention, a multidimensional analysis was carried out using data obtained from sociogrammes and mappings carried out on an experimental and a control group. The results showed that the application of an active model of intervention was successful in many aspects, pointing out particularly the richness and variety of peer-interactions in child and teacher directed activities. (Contains 2 notes and 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain