The Effects of Cooperative Learning on Preschoolers' Literacy and Social Skills

After several years of implementing High Scope curriculum for Head Start students, tests scores and learning outcomes continue to fall below the minimum provider readiness rate in math, literacy, and social skills on state-mandated assessments. This study contributes to research addressing the low performance rate on the Kindergarten Readiness Screener (KRS) assessment instruments for Head Start programs. Social interdependence, cognitive, social learning, and constructivist theories were chosen as the theoretical framework for this study because these theories expound on developmentally appropriate practices that encourage social and academic skills for preschoolers, and how preschoolers learn. A quantitative, quasi-experimental design was chosen to answer the key research question involving the relationships between cooperative learning and literacy and social skills for preschoolers. The sample included two classrooms of 13 preschoolers in a Head Start program. Preschoolers in the experimental group were taught using cooperative learning, while those in the control group were taught using traditional methods. The teachers administered the KRS as a pretest and post-test. Differences in preschoolers pretest and post-test scores were analyzed using the independent measures t test. Results revealed higher change scores for those who were taught using cooperative learning. Implications for positive social change include the potential to raise student skills and increase learning outcomes in Head Start programs.