| dc.description.abstract | This study sought to explore the relationship between collaborative classroom
approach and social emotional development of pre-school children in Meru
Municipality. Specifically, the study sought to examine if co-operative learning
influenced social emotional development of pre-school children, determine whether
there was a relationship between peer tutoring and social emotional development of
pre-school children, determine if there was a relationship between the role of the
teacher in collaborative classroom approach and social emotional development of
pre-school children and examine whether consulting experts in collaborative
classroom approach influenced social emotional development of pre-school children
in Meru Municipality. This study was based on Erick Erikson’s theory of
psychosocial development which ascertains that we develop through dealing with
crisis and how we deal with it is what makes one have high self- esteem. The study
used descriptive research design. The population of the study targeted public preschools
in Meru Municipality. Simple random sampling technique was used to
obtain three pre-schools chosen for this study. Since Meru Municipality has ten
public primary schools and each has a pre-school the study was done in three
schools. Data was collected using observation schedule and questionnaires. The data
collected was coded and entered into statistical package for social sciences (SPSS)
software. Quantitative data was analysed using descriptive statistical analysis. Study
results were presented in form of tables. This study demonstrated significant
relationship between collaborative classroom approach and social emotional
development of pre-school children in Meru municipality. Study findings showed
that children in pre-school who were exposed to collaborative classroom approach
manifested advanced levels of social emotional skills while, children in pre-schools
where collaborative classroom approach was not well utilized displayed low levels
of social emotional skills consequently, negatively affecting their social emotional
development. This study established that the pre-school teachers do not consult
widely other teachers in school in learning of the children. The study recommends
that the government through the Ministry of Education should in-service all
practicing teachers especially those who lack the basic pre-school training so that
they can be conversant with collaborative classroom approach which is an
instructional strategy needed to develop social emotional skills in children at the
early stages of life. In addition, future research should seek to understand the level
and type of in-class consultation that is needed for effective collaboration to have
significant positive results for the Kenyan pre-school programmes. Further, research
involving other methods of teaching for example co-teaching, and differentiated
instruction is recommended. | en |
