Can the teaching of cooperative skills have a positive effect on playtime behaviours in a Scottish primary school?

Abstract

Cooperation and play are increasingly significant topics within education. Despite strong research evidence to support the proposition that cooperation in education offers wide ranging benefits to pupils, there has been little in the way of explicit policy directive aimed at encouraging its implementation in Scotland. Nor has there been much research conducted around the issues of play or cooperation in Scottish schools. This empirical study aims to fill a significant gap within the relevant literature. The author proposes to employ a mixed methods research approach in order to assess any changes that might occur in the behaviour and attitudes of participants. The study, which will take place over six weeks, incorporates a programme of games designed to improve cooperative skills within a primary 5/4 class in an urban Scottish Primary school. Several means of data collection will be used; consenting participants will be observed during play sessions, as well as during a structured pre- and post-test activity. In addition, the views of participating pupils will be sought during semi-structured interviews. Lastly, parents and carers will have the opportunity to contribute their views, through the completion of a questionnaire. Once analysed, the findings will be distributed to participants and any other interested parties.