- Unstructured group activities

ABSTRACT: The purpose of this study was to ascertain the effects of structured group music activities on childhood development prior to age 2 years. Toddlers between 12 and 24 months of age participated in group music activities with their caregiver and developmental responses were observed. There were two inclusive groups combining typically developing children with children considered at-risk of developmental delay due to premature birth. Eleven toddlers were observed during the first music session attended. Another 11 toddlers were observed after attendance at four to seven music sessions. The two groups were balanced for gender and matched for age at time of observation to rule out developmental differences due to chronological age. The dependent variable was a developmental checklist designed by the authors with 29 observable items including communicative, cognitive, social, motor, and music skills. Results showed that participation in four to seven music sessions significantly increased higher level developmental skills. Significantly more children in the music group demonstrated higher level music and cognitive skills than did those in the control group. Future research should pursue these findings with larger sample sizes and consider long term implications.

Evaluating Structured Group Activities for the Large Class

structured group activities | WordReference Forums


Most after-school programs are activity-oriented and aim to serve a specific purpose (i.e., sports, gang prevention), whereas mentoring programs offer a more relationally based intervention and have been linked to a myriad of positive youth outcomes. Accordingly, with more than 3 million youth across the country participating in youth mentoring (Mentor, 2006), new program formats are in demand. Thus, Deutsch and colleagues examine a program for early adolescent girls, which purposefully combines individual mentoring with structured group activities; they place a specific focus on evaluating the social processes of group settings that may either help or hinder both group and one-on-one relationship functioning in terms of connection and satisfaction.

Planning Structured Group Activities Worksheet

This mixed-methods study explores how one-on-one mentoring combined with a structured group activity component may lead to the development of connection and satisfaction in the mentor-youth relationship. This study examined 8 groups across 4 different schools, which were all a part of the Young Women Leaders Program (YWLP), in which female college mentors are paired with 7th grade girls for 1 year (= 78 mentees; = 68 mentors). The pairs met with a group of 8-10 pairs weekly at the mentees’ school, and then met individually for about 4 hours per month. Youth were selected by being identified as at-risk academically, socioemotionally, or behaviorally.

- Structured group activities,
How would you assess your present level in using the following structured group activities

Structured Activities & Kids | World of Psychology

Fairfax Families4Kids gives youth ages 12 to 21, currently living in foster care or out of foster care, the opportunity to participate in group and individual mentoring, and spend quality time in the community engaged in regularly scheduled, structured group activities. Sample group activies include: chess tournaments, bowling, basketball camps, fitness and dance classes, badminton, horseback riding, 5-K walks, etc. The youth also participate in community service projects such as: packing school backpacks for children in Haiti, sending boxes to soldiers, raising money for the homeless, etc.

Highly structured group activities, community service projects, family events, and mentoring


and (2014)Impact of structured group activities on pre-service teachers’ beliefs about classroom motivation: An exploratory study. Journal of Education for Teaching, 40 (2). pp. 155-172.

This chapter surveys various approaches to structured group activities that will engage students

Index to Group Activities, Games, Exercises & Initiatives

The nonmusic research literature has rarely addressed benefits of structured group activities for young toddlers. The body of research concerning infants between birth and age 2 years has primarily been conducted through individual observation, mother-infant paired interactions, or small groups of infants in independent play (Walworth, 2006a). Such research in child development does offer important insight into the learning abilities of infants; however, Columbo (2001 ) asserts that infant attentiveness begins at birth and proceeds on a continuum from increased alertness levels (waking vs. sleeping) to spatial orienting skill (visual attention on a specific locus in the environment) to the ability to disengage from one locus and shift to another. Between 2 to 6 months of age, the typically developing infant will demonstrate endogenous attention, which is the ability to alternate attention between two fixed stimuli. At 6 months, it has been noted that bursts of such rapid shifts occur just prior to discriminative learning (Columbo, 2001). At 1 year of age, research has shown that the faster these looks and shifts occur, the faster encoding and comparisons between stimuli are made by the infant (Rose, Feldman & Jankowski, 2004). At this age, infant cognition is multidimensional and characterized by visual recognition memory, attention, and speed or reaction time to stimuli.