Collaborative work as a pedagogical strategy to favor the school coexistence of children

Abstract

This study aimed to promote collaborative work as a pedagogical strategy to foster school coexistence in a group of three-year-old children. A mixed methodology was employed, with a pre-experimental longitudinal design of 36 children. An observation sheet was applied before and afterimplementing the pedagogical strategy over five weeks. The results were analyzed through statistical techniques, using the T-Student hypothesis test processed in the statistical software SPSS version 0.25. The main findings reveal statistically significant differences in school coexistence when comparing the means of pre-experimentation (M=52.08) and post-experimentation (M=59.36). It can be asserted that the work positively impacted the children's school coexistence, improving their social and cognitive skills. It is recommended to continue exploring collaborative approaches to promote harmonious environments from the early stages.