Social Adjustment and Cooperative Work in Primary Education: Teacher and Parent Perceptions

Abstract

Cooperative work is useful in education, as it has a positive impact on the social, emotional and academic environment of the student. This study aims to assess whether working in cooperative groups (CG) in the classroom promotes pro-social and adaptive behaviour, and decreases maladaptation in primary education (PE) children. A total of 78 3rd and 4th year of PE schoolchildren were included in the study. The effectiveness of the intervention – from the perception of teachers and family – was assessed by using a pre-test/post-test design with a non-intervened group (NIG). Results were analysed using analysis of covariance (ANCOVA). Results were more significant from a teachers’ perception than from a family's perception in the variables: pro-social, adaptive, and maladaptive behaviour. The intervention was shown to be effective in improving pro-social and adaptive behaviour in primary school children. However, differences are observed between the perception of teachers and family when assessing the behaviour of the children.