Literaturnachweis - Detailanzeige
| Autor/in | Drezek, Wendy |
|---|---|
| Titel | A Descriptive Study of Three Typical "Quality" Day Care Centers. |
| Quelle | (1976), (15 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Activities; Behavior Rating Scales; Classroom Environment; Classroom Observation Techniques; Day Care; Early Childhood Education; Interviews; Research Criteria; Research Needs; Student Teacher Relationship; Teaching Methods |
| Abstract | This paper describes a study designed to collect quantified observational data on the behavior of children and teachers throughout the day at three typical quality day care centers. From 50 to 55 hours of observation were completed on five randomly-chosen 3-year-olds in each setting. While the number of subjects and centers was limited, the study's purpose was not to confirm experimental hypotheses but to provide data for generating further research. Instruments used included a day care director's interview, classroom activity logs, and the Human Interaction Scale. Factors considered included relative time spent in intellectual and non-intellectual activities, gross motor compared with small motor activity, proportion of time spent in teacher-selected activity, and restrictiveness of environment. Analysis of data revealed differences between centers in percentages of time children spent in kinds of classroom activities and in interactions with others. Such differences suggest that existing research and conceptual models of day care are oversimplified. Day care is viewed as far from uniform in its treatment of children, and need is seen for: (1) study of a broader range of centers than is normally considered, and (2) examination of the entire span of the operational day rather than of brief portions of the day. University-associated model centers, commonly used for research on day care, are seen as atypical. It is suggested that "quality" in day care be assessed through the productiveness of individual children's behavior and the extent of individual environment matches, rather than inferred from the presence of set characteristics in the centers. (Author/BF) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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