Dispositions: Definitions and Implications for Early Childhood Practices. Perspectives from ERIC/EECE: A Monograph Series, No. 4.

Autor/in	Katz, Lilian G.
Institution	ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL.
Titel	Dispositions: Definitions and Implications for Early Childhood Practices. Perspectives from ERIC/EECE: A Monograph Series, No. 4.
Quelle	(1993), (53 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Bibliografie; Attitudes; Cognitive Processes; Definitions; Early Childhood Education; Educational Practices; Elementary School Students; Personality Traits; Praise; Preschool Children; Skill Development; Student Motivation + Suchen Sie Ihr Suchwort? Attitude; Einstellung; Verhalten; Cognitive process; Kognitiver Prozess; Begriffsbestimmung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungspraxis; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Lob; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kompetenzentwicklung; Qualifikationsentwicklung; Schulische Motivation
Abstract	This monograph consists of a paper that examines the construct "disposition," and explores its relevance to curriculum and teaching practices in early childhood education, and a selected ERIC bibliography relating to this subject. The paper is organized in two parts. Part 1 provides a definition of disposition and definitions of the related terms "inclination,""cognitive style," and "learning style." The definition of disposition can be clarified by comparing the construct of disposition to other personal characteristics, namely: (1) traits, which are sometimes not distinguished from dispositions; (2) thought processes; (3) skills, which may exist without the disposition to use them; (4) attitudes, which are enduring organizations of beliefs; (5) habits, which are actions that are not the consequence of reflection; (6) the work inhibition of children who do not do work required of them despite their capability to do so; and (7) motives, which are considered to be more general than dispositions. Part 2 suggests seven reasons why the development of desirable dispositions should be included among the goals of early childhood education. The most important of these reasons is that the acquisition of knowledge and skills alone does not guarantee that children will use the knowledge and skills. A list of 47 references is provided. The bibliography that follows consists of 13 documents and 38 journal articles on dispositions, motivation, and praise that were selected from a search of the ERIC database. Each item in the bibliography contains bibliographic information and an abstract of the document or article. (BC)
Anmerkungen	ERIC Clearinghouse on Elementary and Early Childhood Education, 805 West Pennsylvania Avenue, Urbana, IL 61801 (Catalog No. 211, $5, plus $1.50 postage and handling).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC