Whole brain teaching and learning in an infant classroom: An empirical study
| dc.contributor.author | Dukes, Kathryn | * |
| dc.date.accessioned | 2010-08-27T14:17:53Z | |
| dc.date.available | 2010-08-27T14:17:53Z | |
| dc.date.issued | 1996-07 | |
| dc.identifier.uri | http://hdl.handle.net/10034/110418 | |
| dc.description.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. | |
| dc.language.iso | en | en |
| dc.publisher | University of Liverpool (Chester College of Higher Education) | en |
| dc.subject | integrative learning | en |
| dc.title | Whole brain teaching and learning in an infant classroom: An empirical study | en |
| dc.type | Thesis or dissertation | en |
| dc.type.qualificationname | MEd | en |
| dc.type.qualificationlevel | Masters Degree | en |
| html.description.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. |
