Appalachian Parents' Expectations of Child Competencies.

Autor/in	Shively, Joe E.
Institution	Appalachia Educational Lab., Charleston, WV.
Titel	Appalachian Parents' Expectations of Child Competencies.
Quelle	(1975), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement; Behavior Rating Scales; Child Development; Cognitive Development; Early Childhood Education; Home Programs; Intervention; Measurement Techniques; Methods; Parents; Physical Development; Preschool Children; Questionnaires; Rural Family; Social Development; Surveys; Alabama; Kentucky; Ohio; Pennsylvania; Tennessee; Virginia; West Virginia + Suchen Sie Ihr Suchwort? Performance; Leistung; Kindesentwicklung; Kognitive Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Messtechnik; Method; Methode; Eltern; Körperliche Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Fragebogen; Landfamilie; Soziale Entwicklung; Survey; Umfrage; Befragung
Abstract	This report describes a survey of Appalachian parents conducted to determine what abilities they expect their children to develop before entrance into first grade. The survey was designed to help establish an empirical base for the curriculum of Appalachia Educational Laboratory's Home-Oriented Preschool Education Program (HOPE). HOPE is an integrated approach to education for preschool and kindergarten children using home, group and televised instruction. This survey involved a sample of 699 families with preschool children from Appalachian areas of seven states. Child development scholars helped to establish the child competencies (developmental abilities) about which parents were asked to respond. A competency rating instrument was developed which was used as the basis of the parent questionnaire. Results indicated that Appalachian parents generally had high expectations about their children's developmental behaviors. Possible sources of a positive bias in the results are discussed. A copy of the parent questionnaire is included with the report. (MS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC