Hdl Handle:
http://hdl.handle.net/10034/110418
Title:
Whole brain teaching and learning in an infant classroom: An empirical study
Authors:
Dukes, Kathryn
Abstract:
The study explores the validity and applicability of ideas deriving from what is known as 'integrative learning'. The investigation took place over a twelve week period with a class of Reception and Year One children in an urban primary school situated in a family stress area. The research focuses on activities associated with 'right brain thinking'. 'Circle time' and other activities designed to encourage a positive self-concept in the children and positive interpersonal relationships were trialled along with scripted fantasy, which was introduced with a view to enhancing the children's imagination and the quality of their language work. Evidence is provided of particular positive effects resulting from the introduction of the activities; these include more positive interpersonal relationships, improvement in academic achievement and increase in motivation.
Publisher:
University of Liverpool (Chester College of Higher Education)
Issue Date:
Jul-1996
URI:
http://hdl.handle.net/10034/110418
Type:
Thesis or dissertation
Language:
en
Appears in Collections:
MPhil / PhD Theses and Masters dissertations

Full metadata record

DC FieldValueLanguage
dc.contributor.authorDukes, Kathrynen
dc.date.accessioned2010-08-27T14:17:53Z-
dc.date.available2010-08-27T14:17:53Z-
dc.date.issued1996-07-
dc.identifier.urihttp://hdl.handle.net/10034/110418-
dc.description.abstractThe study explores the validity and applicability of ideas deriving from what is known as 'integrative learning'. The investigation took place over a twelve week period with a class of Reception and Year One children in an urban primary school situated in a family stress area. The research focuses on activities associated with 'right brain thinking'. 'Circle time' and other activities designed to encourage a positive self-concept in the children and positive interpersonal relationships were trialled along with scripted fantasy, which was introduced with a view to enhancing the children's imagination and the quality of their language work. Evidence is provided of particular positive effects resulting from the introduction of the activities; these include more positive interpersonal relationships, improvement in academic achievement and increase in motivation.en
dc.language.isoenen
dc.publisherUniversity of Liverpool (Chester College of Higher Education)en
dc.subjectintegrative learningen
dc.titleWhole brain teaching and learning in an infant classroom: An empirical studyen
dc.typeThesis or dissertationen
dc.type.qualificationnameMEden
dc.type.qualificationlevelMasters Degreeen
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