Sex differences in the structure and stability of children’s playground social networks and their overlap with friendship relations

Gender segregated peer networks during middle childhood have been highlighted as important for explaining later sex differences in behaviour, yet few studies have examined the structural composition of these networks and their implications. This short-term longitudinal study of 119 children (7-8 years) examined the size and internal structure of boys' and girls' social networks, their overlap with friendship relations, and their stability over time. Data collection at the start and end of the year involved systematic playground observations of pupils' play networks during team and non-team activities and measures of friendship from peer nomination interviews. Social networks were identified by aggregating play network data at each time point. Findings showed that the size of boy's play networks on the playground, but not their social networks, varied according to activity type. Social network cores consisted mainly of friends. Girl's social networks were more likely to be composed of friends and boys' networks contained friends and non-friends. Girls had more friends outside of the social network than boys. Stability of social network membership and internal network relations were higher for boys than girls. These patterns have implications for the nature of social experiences within these network contexts

The social context of school playground games: Sex and ethnic differences, and changes over time after entry to junior school

This short term longitudinal study examined activities at recess and peer relations. Interest was in changes over the school year, and the sex and ethnic mix of groups. Data came from systematic observations of 129 pupils (61 boys and 68 girls) aged 7-8 years. Results showed that peer interaction dominated recess. Ball games increased over the year, and chasing games decreased. Aggression was most common during vigorous play and conversation, but not ball games. Cleavage in boys' and girls' play and activity was common but not inevitable. Mixed sex play was not supported by particular game types. Boys’ game networks were larger than those of girls but there were no sex differences in active networks. There was little ethnic group segregation on playgrounds, and games became more integrated with time. Results indicate that playground activities can have a positive role in social relations between different ethnic groups

Improving the effectiveness of collaborative group work in primary schools: effect on Science attainment

This longitudinal research tests the effectiveness of the SPRinG programme which was developed through a collaboration between researchers and teachers and designed to provide teachers with strategies for enhancing pupil group work in ‘authentic’ classroom settings. An evaluation study involved comparing pupils in SPRinG classrooms and trained in group work skills with those who were not in terms of science attainment. There were 560 and 1027 pupils (8-10 years) in the experimental and control groups respectively. ‘Macro’ attainment data were collected at the start of the year. ‘Micro’ attainment data were collected in the spring and summer before and after science lessons involving either group work (intervention) or the control teachers’ usual approach. SPRinG pupils made greater academic progress than control pupils. Findings are discussed relative to enhancing the quantity and quality of group work in schools and a social pedagogic approach to classroom learning

Improving pupil group work interaction and dialogue in primary classrooms : Results from a year-long intervention study

Findings are reported from a year-long evaluation of the effectiveness of the SPRinG programme relative to a control group. SPRinG aimed to address the wide gap between the potential of group interaction to promote learning and its limited use in schools. The project involved working with teachers to develop strategies for enhancing pupil group-work and dialogue, and to implement a pupil relational and group skills training programme. Video observations were conducted of a sub-sample of pupil groups (31 SPRinG; 29 Control groups) working on a specially designed group decision-making activity undertaken in everyday classroom settings. SPRinG groups displayed higher levels of participation, engagement, active and sustained discussion, high level inferential joint reasoning and lower levels of group disruptive blocking behaviours. We argue that group-work can be successfully implemented into everyday school classrooms, and improve pupil interactions and high level discussion, provided teachers take time to train pupils in relational and group-working skills

Classroom contexts: Connections between class size and within class grouping

Background. There has been a vigorous debate for many years about the educational effects of class size differences, but even if differences have an impact on pupils' academic progress this still leaves unanswered important questions about what mediates the effect. Aims. This paper is informed by a classroom contextual perspective, and examines associations between class size and within class groupings (in terms of size and number of groups, adult presence in groups, and type of interaction between grouping members). Age differences in these relationships are also explored. Samples. The quantitative study is based on analysis of 3157 groupings, from 672 Reception, Year 2 and Year 5 classes in 331 schools. The qualitative study was based on 12 classes in 8 case study schools, and questionnaire responses completed by over 100 class teachers. Methods. Links between size of class and within class groupings were examined on the basis of a 'grouping mapping survey', in which teachers at a given time in the school day provided information on group size and number, adult presence, and type of interaction between pupils, and complementary qualitative analyses of data from teacher-completed questionnaires, and interviews. Results. The number of groups in a class increased with the size of the class. Over all three year groups, small classes had on average just over three groups, while large classes approached six groups. The size of groups in the class decreased with size of class. In class sizes over 25, pupils were more likely to be in a large group of 7-10, while in classes under 25 they were more likely to be in whole class groupings. Qualitative analyses showed that teachers felt that groups of 7-10 pupils had negative educational effects, for example, in terms of the quality and quantity of teaching and children's concentration and contribution in groups. Conclusions. Results suggest that the effects of class size can be best seen as through the size and number of groups, which will then have implications for learning experiences. So while debate about size of class has often been in terms of reduced size of class resulting in pupil academic gains, it is also important educationally to consider within class grouping size and number, and their effects.link_to_subscribed_fulltex

Toward a social pedagogy of classroom group work

In any classroom, pupils will be drawn together for many purposes and we can refer to such within classroom contexts as 'groupings'. The teacher often creates these, and the way that they are set up, and how they are used for particular learning purposes. If the relationships between grouping size, interaction type and learning tasks in groups are planned strategically then learning experiences will be more effective. However, research suggests that the relationships between these elements are often unplanned and the 'social pedagogic' potential of classroom learning is therefore unrealised. In this paper we explore the notion of social pedagogy in relation to group work. It is argued that research and theory relevant to group work in classrooms is limited, and that a new approach, sensitive to group work under everyday classroom conditions is required. This paper identifies key features of a social pedagogy of classroom group work, which can inform effective group work in classrooms. It also describes the background to a current large scale UK project which has been set up to design with teachers a programme of high quality group work in classrooms at both primary and secondary phases. © 2003 Elsevier Ltd. All rights reserved.link_to_subscribed_fulltex

Solved! Making the case for collaborative problem-solving

This report argues that the ability to solve problems with others is a crucial skill for our young people in the workplace of the future but the current education system does little to support it. Key findings Collaborative problem-solving (CPS) is an increasingly important skill to teach young people in order to prepare them for the future. Despite strong evidence for its impact, CPS is rarely taught in schools but if structured well it can reinforce knowledge and improve attainment. Significant barriers exist for teachers implementing this practice, from behaviour management to curriculum coverage, to task-design. For CPS to gain ground, a concerted shift is needed including teacher training, better resources and system level support. This report is part of Nesta’s ongoing commitment to equipping young people with the skills they need to succeed. It makes a series of recommendations on how organisations and policymakers can help support and embrace the implementation of CPS. Nesta is following this up with a series of small-scale pilots of aligned programmes in order to evaluate impact and explore how CPS can be implemented in a range of practical settings. Policy recommendations Stimulate production of quality collaborative problem-solving (CPS) resources and training, from primary education onwards. Fund existing, aligned programmes to scale and evaluate impact. Educate and involve the out-of-school learning sector and volunteer educators. Develop smarter collaborative problem-solving assessment methods. Help higher education organisations and MOOCs to track what works

The facilitators and barriers to implementing Emotion Coaching following whole-school training in mainstream primary schools

Initial research into the use of Emotion Coaching (EC) in educational settings has suggested that it can support social and emotional development, and promote positive relationships and behaviour. This research used a sequential mixed-methods design to examine the factors which impact on the implementation of EC. The views of 40 staff across six mainstream primary schools in the UK who had undertaken whole-school training in EC were examined via an online questionnaire. Follow-up semi-structured interviews with 13 staff from two of those schools were analysed using thematic analysis. Key facilitators to implementation included quality training, a school ethos where wellbeing was central, and an actively engaged senior leadership team. Key barriers to implementation were the pressure faced by school staff due to time constraints and curriculum demands. Implications for senior leaders in schools, educational psychologists (EPs), and policymakers are discussed

Recess in the 21st Century Post-COVID World

The abrupt onset of the COVID-19 pandemic forced the world into frenzied action, creating a series of ongoing stressors: school/work closings, remote learning, canceled events, family strife, fear, and a significant loss of social interactions. It is now unsurprising to learn that children's mental health has suffered. As social connection is tightly entwined with children's mental health, supporting school-based spaces for quality social interactions is an important post-pandemic recovery strategy. The unstructured school recess space is ideal for supporting recovery. A large and growing body of evidence supports the important role of recess, yet evidence also suggests that recess is not always implemented in ways that fulfill its promise