This study examined the smoothest method of introducing discussion at the elementary school stage. Previous studies have focused on a confrontational or cooperative discussion. However, the effect of preliminary cooperative discussion on confrontational discussion was unknown. Therefore, fifth-grade children efforts in the order of confrontational discussion from cooperative discussion, and I analized these discussions. The results of quantitative analysis indicate an increase of terms such as "support," "supplement," and "summarize." Moreover, from the results of qualitative analysis, "object" was found to be transformed so as to consider the other party. These results demonstrate the need to lead cooperativity in discussion at the elementary school stage.
