The Effects of Cooperative Learning on Social Competence and Self-esteem According to Young Children's Intellectual Levels

유아의 인지수준에 따른 협동학습의 효과 : 사회적 능력과 자아존중감을 중심으로

  • 이정화 (부경대학교 유아교육과) ;
  • 최인수 (성균관대학교 인재개발학과 및 아동학과) ;
  • 이수련 (성균관대학교)
  • Received : 2009.06.30
  • Accepted : 2010.01.19
  • Published : 2010.04.30

Abstract

This study was aimed to at examining whether the effects of cooperative learning on children's social competence and self-esteem would be different in terms of young children's intellectual ability. To this end, a total of 64 five-year-old children attending two kindergartens in Kyunggi-Do were selected to participated in this study. Each child was tested on the short form of K-WPPSI and fell into one of two levels (high or low). The children in the experimental group took part in thirty-five 30~40 minute sessions of cooperative learning, while the control group engaged in individual learning. The results were as follows : First, children who participated in cooperative learning achieved higher improvements in social competence and self-esteem than children engaged solely in individual learning. Second, there were no any significant differences in improvement in terms of social competence and self-esteem between the high and the low intelligence levels. On the basis of these results, it could be concluded that cooperative learning had a number positive effects upon the levels of young children's social competence and self-esteem.

Keywords

References

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