Influência da composição do grupo (turma escolar), entre crianças da primeira serie do 1. grau, sobre a estrutura sócio-afetiva
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1981-09-14
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Schneider, Eliezer
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This research analyzes the influence of group composition among children of the first grade of primary school in relation to the maturity level necessary for learning to read and write - considering the group structure and the socio-affective structural change of the group. The problem of the study originated from the questioning of the value of the above practice of grouping, and its possible influences on the social development of children, whose social development is most intense around the age of 7 years. The theoretical aspect of this study is based on the field theory of Kurt Lewin. The percentage of positive indications (PPI), the percentage of negative indications (PNI), the effective impact (destaque) of the sociometrical position (D), the quality of the effective impact (Od), and the sociometrical changes in the position of the individuals composing the group (SCP) were used as variable indicators of the group compositions. This study concludes that there was no significant difference between the influence of the homogeneous and heterogeneous groups in relation to their structure, and in relation to the socio-affective structural change of the group. As result, findings of the study do not justify the practice of homogeneous academic grouping based on the above aspects.