Children's Interactions in Open Versus Traditional Settings.

Autor/inn/en	Ross, Sylvia; Zimiles, Herbert
Titel	Children's Interactions in Open Versus Traditional Settings.
Quelle	(1975), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Affective Behavior; Classroom Environment; Classroom Observation Techniques; Classroom Research; Cognitive Development; Comparative Analysis; Educational Objectives; Elementary Education; Elementary School Students; Group Behavior; Interaction Process Analysis; Open Education; Peer Groups; Peer Relationship; Private Schools; Progressive Education; Public Schools; Social Behavior; Socioeconomic Influences; Teacher Behavior + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Klassenklima; Unterrichtsklima; Kognitive Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; Gruppenverhalten; Prozessanalyse; Offene Erziehung; Offener Unterricht; Gleichaltrigengruppe; Peer Group; Peer-Beziehungen; Private school; Privatschule; Reformpädagogik; Progressive Erziehung; Public school; Öffentliche Schule; Social behaviour; Soziales Verhalten; Sozioökonomischer Faktor; Teacher behaviour; Lehrerverhalten
Abstract	This study reports on differences in children's interactional behaviors in traditional and nontraditional classrooms. The Differentiated Child Behavior Observational System which provides for systematic recording of group behavior in ongoing classroom activities, was applied in two days of observation in each of 17 classrooms (grades 1 to 3, ages 6 to 9). Two traditional (one middle-income and one low-income) and two nontraditional groups (one middle-income and one low-income) were compared. The nontraditional middle income classrooms were in private schools, the others in public schools. Significant differences were found in sheer amount of interaction, with significantly greater amounts in the two nontraditional groups. Although the general distribution of behavior among the six major categories (Gives Information; Questions; Expresses; Acts Destructively; Organizes; Represents) showed similiar patterns, important qualitative differences were shown in finer-grained analysis of the 50 sub-categories. There were significantly more higher-level cognitive statements and questions by children in the Nontraditional groups. Expressive interactions, primarily limited to routine requests and complaints in the Traditional groups, represented a greater proportion of feelings and concern for others in the Nontraditional groups. The latter also had more autonomous and creative representational interactions and far less destructive behavior. Also reported are correlations with teacher behavior, reliability of DCB and intra-group differences. (Author/MS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC