Studies of Day Care Center Climate and Its Effect on Children's Social and Emotional Behavior.

Autor/inn/en	Ekholm, Bodil; Hedin, Anna
Titel	Studies of Day Care Center Climate and Its Effect on Children's Social and Emotional Behavior.
Quelle	(1985), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Affective Behavior; Child Caregivers; Classroom Research; Comparative Analysis; Day Care Centers; Early Childhood Education; Educational Environment; Preschool Children; Social Behavior; Teacher Behavior; Teacher Role; Sweden + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Day care centres; Hort; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Social behaviour; Soziales Verhalten; Teacher behaviour; Lehrerverhalten; Lehrerrolle; Schweden
Abstract	School climates at 12 day care centers in Sweden were compared to investigate effects of center climates on children's social and emotional behavior. Observations and interviews conducted at the day care centers revealed differences in center climates related to child-rearing patterns, patterns of interaction, the distribution of power, and in children's social behavior. At centers in which caregivers exhibited "present-focused" working methods, children were frequently involved in free play, planned activities did not always take place as planned, adults were rather passive in their relationship to children, and children were seen often wandering around aimlessly. Children attending such centers also played less with each other and teased and rejected each other more than at"future-focused" centers. At centers in which caregivers used "future-focused" working methods, a clear daily plan and many planned activities were exhibited. Adults activated children who had nothing to do and required children to take responsibility for many situations. Consequently, children felt they were needed. Children played together more at these centers than they did at "present-focused" centers. (Examples of free play and planned activities at "present-focused" and "future-focused" centers are included.) (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC