Cross-Informant Evaluations of Preschoolers' Adjustment in Different Cultures

Autor/in	Israelashvili, Moshe
Titel	Cross-Informant Evaluations of Preschoolers' Adjustment in Different Cultures
Quelle	In: Early Childhood Education Journal, 45 (2017) 5, S.641-650 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-016-0808-8
Schlagwörter	Preschool Children; Kindergarten; Student Behavior; Student Evaluation; Cultural Differences; Cross Cultural Studies; Student Adjustment; Child Development; Arabs; Jews; Foreign Countries; Child Behavior; Home Visits; Behavior Problems; Bias; Israel + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student behaviour; Schülerverhalten; Schulnote; Studentische Bewertung; Kultureller Unterschied; Cultural comparison; Kulturvergleich; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Kindesentwicklung; Arab; Araber; Jew; Jude; Jüdin; Juden; Ausland; Hausbesuch
Abstract	An accurate and agreed upon evaluation of preschoolers' behavior is crucial for young children's positive development. This study explores possible cultural differences in cross-informants' evaluations. The premise is that informants who are from different cultures tend to give different evaluations of preschoolers' adjustment and/or that the disparity size between informants differs across different cultures. Data on children's kindergarten adjustment, early development and current behavior at home were collected among 135 Arab and Jewish Israeli preschoolers, as evaluated by their kindergarten teachers, parents, and independent observers who conducted home visits. The study findings indicate that, generally speaking, Arab children received more positive evaluations than Jewish children, with no significant gender or interaction effect. Nevertheless, that culture effect was non-significant when the teachers evaluated the children's problem behavior. Thus, the current study results support the notion that profound bias may exist in adults' evaluations of preschoolers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01