Preschooler Group Time - Literature review Example

Group Observations Name Institution Professor Course Date (Word Count: 1491 words) Introduction A group refers to a collection of people who hold frequent interaction and regular contact, common feeling, mutual influence and work jointly to attain common set of objectives. There different types of groups and they include primary groups, social groups, collectives and categories. These different forms of groups hold different characteristics that define their nature. The characteristics of groups include interaction, goals, interdependence, structure and unity. Drawing from several theories of groups and facilitation of groups, this essay critically analyses a preschooler group time. The essay outlines observations of how the facilitation and activities of the preschooler group time reflects models of group’s purposes and goals and theoretical perspectives. Preschooler Group Time: Nature and Classification of the Group Forsyth (2013) defines a group as two or more persons who are connected to one another through social relationship and for a given purpose. An effective group demonstrates shared goals and mutual interdependence. Numbers, social relationships, goals/purpose and interdependence are the major characteristics that define a group. The size of a group can be small or can include a crowd, congregation or mob. With regard to the preschooler group time video clip, the group comprises of eleven preschoolers and two adults. Drawing from the types of groups as highlighted by Forsyth (2013), the preschooler group time can be classified in the category of social groups or formed gropus. This is because the group involves a study group that aims at sharpening the skills and enhancing the cognitive development of the young learners. According to Forsyth (2013), social groups are small groups of moderate duration and characterised by moderate levels of interaction among the group members over an extended period of time, usually in goal-centred situations (14). The preschooler group is formed for the purpose of enlightening students and engaging them in critical thinking. The goal or purpose of the group is to promote activities that engage the students in active learning. The group facilitator focuses on enhancing the development and the growth of preschoolers. According to Toseland and Rivas (2014), groups are established to accomplish certain purposes and goals. The purpose or goal of a given group is linked to its planned activities that are carried out by the group members. With regard to the group subject to analysis, the purpose of the group is clearly educational and a means of helping preschoolers to sharpen their social skills. The group members who include the preschoolers depend on the facilitator to enhance their social and language skills. Evidently, how people connect in a group is very crucial. This is because a group cannot subsist devoid of some form of relationship or social connection amid members. The connection in the preschooler group is friendly and aimed at facilitating good learning experience. The preschooler group is not natural but formed group otherwise referred to as a social group. The group facilitates interaction amid the teacher who is the facilitator and the learners. The facilitator exchanges information through nonverbal and verbal communications. Theory Stages of Group Development Groups are vibrant and pass through different phases of development. These stages include forming, storming, norming, performing and mourning (Johnson, 2014). The forming stage entails a sense of belonging where people get the urge to belong to a certain group for diverse reasons. With regard to the preschoolers group, the facilitator observed the need for bringing the preschoolers together to enhance their social and cognitive skills. The children belong to the same age group an aspect that promotes the hopes of belonging and acceptance in the group. The children are allowed to express their views. More so, the facilitator is keen in educating, and keeping the group members informed about the group and its processes. The group goal is evident and well-established by the facilitator. With respect to storming, the preschooler teacher takes the role of a democratic leader and facilitator of the group. The preschoolers have realised that they have a group leader whom they listen to and ask questions regarding the story. This involves the norming stage where the group becomes a unified unit with high morale and concentration. In this stage, it is evident that the group remains focused on its purpose. The members demonstrate an aspect of trust towards each other, interdependence and flexibility. With respect to the performing stage, the preschoolers and their teacher demonstrate aspects of loyalty and unity with the teacher supporting the learners to understand the story. The facilitator focuses on attaining the goal of the lesson. Towards the end of the session, the preschoolers have enhanced their skills through the learning experience. The teacher has also assessed the strengths and weaknesses of the learners and undoubfuly ascertained effective ways of addressing the weaknesses. Models Models of group work are developed on the foundation of theories of group work. There are three major theories of group work and they include social goal, reciprocal and remedial models. According to Benson (2010), the remedial model of group work is clinically oriented and facilitates the interaction among group members to attain change for individual. The remedial perspective defines the group work orientation designed to remedy the experiences of people. The focus of the remedial perspective is to help members of a group to learn to do something on their own through specific psychological or behavioural changes. With regard to the preschooler group, it is unlikely that the group work adopts a remedial perspective. Benson (2010) asserts that the remedial perspective is a treatment approach aimed at addressing issues linked to cultural, social and psychological factors. The remedial perspective aims at strengthening, treating, correcting or reforming members of a group. In addition, the remedial perspective emphasizes on sharing information and discussion of experiences by group members to establish a comprehension of the issues facing them and how they should be addressed. On the contrary, the preschooler group work is only meant to enhance the cognitive, listening and learning skills of the group members. The reciprocal model of group work considers a person as an abstraction that can be understood, studied and treated only in relation the subsystems and systems of which they are part of (Nilsson & Ryve, 2014). The reciprocal model of group work views individuals as being influenced, created and modified by their social institutions, relationships and the interdependency amid the individual and society. This theory is appropriate while working with children such as the one depicted in the video clip. The theory focuses on the creation of mutual aid system where people work jointly to discover some common issues and develop solutions to these issues. With respect to the video clip, the facilitator helps the learners to clarify their feelings and thoughts regarding the story and help them to think critically regarding the story and its outcome. By giving their views, the students assume the role of the teacher with the teaching listening to the views of the learners. Through the reciprocal theory, the students become actively involved in the activity and the facilitator monitors their understanding. The learners ask questions an aspect that promotes their comprehension. With respect to social goals theory of group work, this theory is developed to bring about essential social benefits for a group. The social goal perspective has been commonly used to address social issues that affect the group and development of a community. Johnson and Johnson (2014) confirm that social goal theory is applicable to youths, children and families. This theory offers prospects for group members to set their own objectives; learn through the attainment of goals and attain social change. Social goal theory promotes progressive and democratic social change, inclusive decision-making and understanding. With respect to the video clip, the facilitator uses the social goal theory to develop the social consciousness and understanding of the preschoolers. Through the social goal theory, the teacher or the facilitator in the video clip promotes participation of the group members besides promoting a sense of belonging. The facilitator promotes open communication where she allows the learners to state their views and understanding. The facilitator also accepts and tolerates the diversity of the group members and their behaviours. Conclusion Groups are tremendously essential in the lives of people. Scores of life goals are attained through coordination and cooperation with others. Groups are not only available in the workplace, but also in learning institutions and the community. The preschooler group time video clip demonstrates the effectiveness of group work in enhancing the concentration, involvement and understanding of learners. There are different types of groups that include categories, collectives, natural and formed or social group. The video clip depicts a formed or social group involving 11 preschoolers and a facilitator. The purpose of the group is learning and promoting cognitive understanding of the preschoolers. The facilitator and the group members predominately employ the social goal theory and reciprocal theory of group work. The group work depicted in the video clip promotes the social functioning of the learning via focused group experiences. References Benson, J. (2010). Working more creatively with groups (3rd ed.). London: Routledge. Forsyth, D. R. (2013). Group Dynamics (6th ed). Australia: Wardsworth Cengage Learning. Johnson, D. W., & Johnson, F.P. (2014). Joining together: Group theory and group skills (11th ed).Upper Saddle River, NJ: Pearson Education. Johnson, D. W., & Johnson, F.P. (2014). Joining together: Group theory and group skills (11th ed).Upper Saddle River, NJ: Pearson Education. Nilsson, P., & Ryve, A.(2014). The nature and role of common ground in the learning of mathematics in small-group discussions. Scandinavian Journal of Educational Research, 58(5), 609-623. Preschooler Group Time. Retrieved from http://youtu.be/gFo7hdAjWGg Toseland, R. W., & Rivas, R. F. (2014). An introduction to group work practice (7th ed). Boston: Pearson Allyn & Bacon. Read More