The impact of group activities on social relations in an early education setting in Spain

Ortega, Rosario, Romera, Eva M. and Monks, Claire P. (2009) The impact of group activities on social relations in an early education setting in Spain. European Early Childhood Education Research Journal, 17 (3). pp. 343-361. ISSN 1350-293X (Print), 1752-1807 (Online)

Abstract

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 Coacuterdoba (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.

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