Developmental Effects of Learning Collaboration

Abstract

This book is devoted to issues of learning collaboration, which is aimed at the reflective development of primary schoolchildren, the skill that underlies learning to learn. Diagnostics of our experimental instruction’s developmental effects are therefore centered around development of the child’s reflective ability and do not touch upon the many other questions that intrigue psy-chologists and teachers: reasons for studying in cooperation with peers, the altruistic intent of such studying, resistance to neuroticism of children who work in a constant mode of searching and uncertainty, and so forth. The purpose of this chapter is to show that the methods of organizing learning collaboration previously described are effective for solving the task before us: learning primary schoolchildren.