BACKGROUND : The Foundation Phase in education provides the primary building blocks for
children’s foundation and development. From personal experiences as educators, we observed
that young learners who work together in small groups during art activities gain selfconfidence
faster than indecisive learners who work alone. Indecisive learners become hesitant
and lack confidence when they are allowed own choices during art activities. In line with
Vygotsky’s social constructivism, this article assumed that social interaction fosters learning
and development in learners.
AIM : The aim of this study was to observe whether group work promotes decisive behaviour
and self-confidence in learners.
SETTING : A group of five Grade R learners in a privately owned pre-primary school in Pretoria
was targeted for the purpose of this investigation.
METHODS : This article followed a qualitative approach in the form of a multiple case study that
focused on four young learners who showed indecisive behaviour and one learner who
showed decisive behaviour during a visual art activity. Learners’ conversations and
participation were observed and recorded as they used photographs and artefacts in the group
RESULTS : Over time, the four indecisive learners had improved and gained confidence towards
decisiveness. These results support Vygotsky’s theory that skilled learners can scaffold the
unskilled ones to reach their full potential.
CONCLUSION : The results in this article point to the importance of collaborative learning in
classrooms to improve confidence and decision-making. It is, therefore, recommended that
teachers use a group work strategy to improve learning and decisiveness in classrooms.