COLLABORATIVE CLASSROOM APPROACH AND SOCIAL EMOTIONAL DEVELOPMENT OF PRE-SCHOOL CHILDREN IN MERU MUNICIPALITY, KENYA

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This study sought to explore the relationship between collaborative classroom
approach and social emotional development of preBschool children in Meru
Municipality. Specifically, the study sought to examine if coBoperative learning
influenced social emotional development of preBschool children, determine whether
there was a relationship between peer tutoring and social emotional development of
preBschool children, determine if there was a relationship between the role of the
teacher in collaborative classroom approach and social emotional development of
preBschool children and examine whether consulting  experts in collaborative
classroom approach influenced social emotional development of preBschool children
in Meru Municipality. This study was based on Erick Erikson’s theory of
psychosocial development which ascertains that we develop through dealing with
crisis and how we deal with it is what makes one have high selfB esteem. The study
used descriptive research design. The population of the study targeted public preB
schools in Meru Municipality. Simple random sampling technique was used to
obtain three preBschools chosen for this study. Since Meru Municipality has ten

Author: 
LUCY N. MBAE
Unit: 
COMMTECH

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