A Comparison of Interactions between Degreed and Non-Degreed Early Childhood Educators and their Four-Year-Old Children.

Autor/in	White, Kimberly A.
Titel	A Comparison of Interactions between Degreed and Non-Degreed Early Childhood Educators and their Four-Year-Old Children.
Quelle	(1992), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Comparative Analysis; Day Care Centers; Degrees (Academic); Preschool Children; Preschool Education; Preschool Teachers; Proprietary Schools; Public Schools; Self Concept; Teacher Behavior; Teacher Education; Teacher Expectations of Students; Teacher Qualifications; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Day care centres; Hort; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Public school; Öffentliche Schule; Selbstkonzept; Teacher behaviour; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Lehrqualifikation; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This report describes the results of two studies of teacher expectations for 4-year-old children in private and public preschool programs. One study took place at a private day care center with 3 teachers who had no degrees in education and 48 children. The second study was conducted at 2 public elementary schools and involved 2 teachers with degrees, one in elementary education (EE) and the other in early childhood education (ECE), and 32 children. Data was collected by observation and interviews with teachers and children over a 6-month period. Results indicated that: (1) the teacher with an EE degree and the nondegreed teachers interacted with their children in similar ways; (2) the teacher with an ECE degree interacted with her children in a positive manner and provided a developmentally appropriate learning environment; and (3) instances of differential treatment of children and evidence of negative self-fulfilling prophecies were observed in the classrooms of the nondegreed teachers and the teacher with an EE degree. A case study illustrating a negative self-fulfilling prophecy is provided. It is concluded that the studies' results argue for the necessity of early childhood education training for adults working with young children. (PM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC