Match or Mismatch: The Perceptions of Parents of Nursery Age Children Related to Those of the Children's Key Workers.

Autor/inn/en	Riddick, Barbara; Santer, J.; Hall, E.
Titel	Match or Mismatch: The Perceptions of Parents of Nursery Age Children Related to Those of the Children's Key Workers.
Quelle	(1997), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Ability Identification; Aptitude Tests; Attribution Theory; Comparative Analysis; Foreign Countries; Negative Attitudes; Parent Attitudes; Preschool Children; Preschool Education; Preschool Teachers; Self Fulfilling Prophecies; Teacher Attitudes; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Aptitude test; Eignungsprüfung; Eignungstest; Ausland; Negative Fixierung; Elternverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This study compared parent and nursery staff perceptions of preschool children. Perceptions were examined from one parent and two caregivers for each of seven children. Aspects of the child's perceived personality and response to learning were also investigated, as were the expectations and judgments brought to the situation by each adult. In addition, perceptions of the home-preschool situation and its impact on the child were studied. The results were analyzed in terms of each child and the triad of adults related to him or her, with a particular focus on the child with the highest score on the First Step Screening test, a child who scored just above average, and the child with the lowest score. Issues relating to negative attributions of a child's ability based on test scores became evident. The results raise important questions about how children are perceived and, more particularly, what kind of attributions are made when children are thought to be having difficulties with aspects of their learning and development. The significance of this issue is that if difficulties are attributed to the wrong causes, there is less likelihood of them being properly understood and appropriately supported. (JPB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01