A Field-Based Approach to the Validation of Behavioral Competencies for Young Children.

Autor/in	Powell, Jack V.
Titel	A Field-Based Approach to the Validation of Behavioral Competencies for Young Children.
Quelle	(1980), (16 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Behavioral Objectives; Cognitive Objectives; Curriculum Development; Early Childhood Education; Elementary Education; Elementary School Teachers; Guidelines; Inservice Teacher Education; Instructional Development; Learning Activities; Learning Processes; Preschool Teachers; Teacher Attitudes + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kognitives Lernziel; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Elementary school; Grundschule; Volksschule; Lehrer; Richtlinien; Lehrerfortbildung; Teaching improvement; Unterrichtsentwicklung; Lernaktivität; Learning process; Lernprozess; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten
Abstract	The development of a field-based approach to the validation of behavioral competencies for young children which reflect the theories of Bloom, Gagne, and Briggs is described in this paper. In Spring 1974, a list of 45 behaviors developed by the author was initially presented to the 50 faculty members of the Athens, Georgia, Child Development Centers. Each of the 50 members was asked to rate each item in the list on a 4-point scale ranging from most appropriate to inappropriate. Thirty-six of the items were rated as most appropriate or appropriate. From summer 1974 until the end of winter 1979, the validation process was continued. During this period a total of 615 subjects responded to the list. These respondents were preschool, kindergarten, and elementary school teachers participating in 14 staff development workshops, and undergraduate and graduate students enrolled in the early childhood program at the University of Georgia. A final list of 27 behaviors, believed to be integral objectives for the education of young children, was obtained from these validation processes. Specific lesson plans are outlined for each behavior. The final list of behaviors is presented in tabular form. (Author/MP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC