Going forward in group communication research may mean going back: Studying the groups of children

Abstract

Children's groups often are overlooked as a context for the study of group communication. This is ironic given that children interact frequently in family, school, and peer groups, as well as in organized group activities. Little is known about how individuals develop group skills and attitudes about group interaction that are carried forward from childhood into adulthood. This essay examines the group interaction opportunities of children, explores cooperative learning—a pedagogy centered around educational learning groups—and outlines potential research on children's group interaction.

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