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Whole brain teaching and learning in an infant classroom: An empirical study
Dukes, Kathryn
Dukes, Kathryn
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1996-07
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main dissertation
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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.
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University of Liverpool (Chester College of Higher Education)
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Thesis or dissertation
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en