Process Curriculum - Cooperation

				Late Teens Personal sacrifice for group good Values differing views and lifestyles Provides feedback with tact Seeks to understand others
			Early Teens Can work well with new members if sypatico More inclusive than exclusive during free time Takes initiative in resolving problems Begins to see 2nd person perspective with friends Supports viewpoint even when in minority position Learns community skills and tools -- communications, conflict resolution, consensus
		Intermediate Excellent time to teach and encourage cooperation Alternate leading and following roles as needed Shares time and materials appropriately Allows all team and class members to feel valued Gives positive responses to others' contributions Learns to see logical and natural consequences of acts Can learn to value equity as more valid than "fairness"
	Primary Participates in and contributes to group discussions. Listens to contributions of others with training Work with others on projects, esp. with adult support Can learn to allow others to choose and lead Solves problems in a calm manner Can learn to talk things out May be able to distinguish tattling from helping Likes to play adult role, teach or peer mentor others
Early Childhood Verbalizes with adults more than children until 3 or 4 Inititates short bursts of cooperative play Friendly exchanges, parallel play and aggressive outbursts Needs supervision during coop play Participates most cooperatively in exciting situations High structure and close monitoring required during play Vacillates on ability to cooperate & tolerate others Self is center of all activity, seldom able to sublimate

Go on to Assignment 1
or
Go back to Content

E-mail J'Anne Ellsworth at Janne.Ellsworth@nau.edu

Copyright © 1999 Northern Arizona University
ALL RIGHTS RESERVED