Group work is generally accepted as part of the educational
ideology of today's primary classrooms. It can, however, mean
almost anything from group seating as a technique of classroom
management to fully collaborative learning. The authors start from
the position that getting children to work together is
time-consuming and not easy and that teachers need some assurance
that it is worthwhile. Drawing on the work of Vygotsky they look at
the importance of collaboration in the development of higher mental
functions and also discuss the social and emotional advantages that
children can derive from working together. Also using case studies
derived from the ORACLE II group work project at Leicester, the
authors also take into account the advances made in collaborative
group work in other countries. The result is a set of guidelines
from which individual teachers can derive policies suitable for the
circumstances in their own schools. This book should be of interest
to undergraduates and academics in primary education and also to
primary school teachers.
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