Résumé
Une étude quasi expérimentale a été conduite pendant 6 semaines avec des enfants de jardins d’enfants impliqués dans un programme de type soit traditionnel, soit coopératif. Les observations qualitatives et quantitatives indiquent que les enfants engagés dans des activités d’apprentissage coopératif manifestent plus souvent un comportement socialisé que ceux de l’autre programme. Ceci pourrait indiquer que les jeunes enfants peuvent bénéficier, davantage qu’on ne le supposait, d’acitivités de collaboration. Après examen des recherches récentes, on s’interroge sur leurs implications pour la formation initiale et continue des maîtres ainsi que pour le matériel destiné au préscolaire.
Resumen
nUn estudio cuasi-expérimental se hizo durante 6 semanas con niños de preescolar trabajando dentro de un programma tradicional o cooperativo. Las observaciones cualitativas y cuantitativas indican que los niños implicados en actividades de aprendisaje cooperativo manifiestan más a menudo un comportamiento socializado que los niños del otro programa. Esto podria indicar que los pequeños niños pueden beneficiar más de lo que se suponía, cuando estan metidos en actividades de colaboración. Después de examinar recientes investigaciones, se reflexiona sobre las implicaciones para la formación inicial y continua de los maestros asi como sobre el material para el preescolar.
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This research was supported by grants to the author from the Ministry of Education, province of Quebec, Canada and from the Social Sciences and Humanities Research Council, Government of Canada. Requests for reprints should be addressed to the author.
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Chambers, B. Cooperative learning in kindergarten: Can it enhance students’ prosocial behaviour?. IJEC 25, 31–36 (1993). https://doi.org/10.1007/BF03185613
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DOI: https://doi.org/10.1007/BF03185613